Causes of Student’s Tardiness and Absenteeism

AGUSAN DEL SUR NATIONAL HIGH SCHOOL

Implementing Unit

Causes of Student’s Tardiness and Absenteeism

A Research Paper in Senior High School Department

Submitted as Partial Fulfillment of the Requirements
in Inquiries, Investigations and Immersion

Ruby Kristine Canque

Angeline Joy Villariez
Hywel Jay N. Padilla
Annabeliza Datahan
Nerwejohn Umpoc
Ronnajane Nakila
Jayrald B. Arnigo
Cherry Francis
Jonathan Plaza

Researchers

March, 2019

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CERTIFICATE OF APPROVAL

This research attached hereto, titled “CAUSES OF STUDENT’S TARDINESS AND

ABSENTEEISM”, prepared and submitted by Hywel Jay N. Padilla, et al as their partial
requirement for Inquiries, Investigations and Immersion

Mrs. Manilyn D. Catipay

Adviser

Approved as their research project for Inquiries, Investigations and Immersion

by the School Research Committee.

Jason P. Rezma Jean Allyn O. Pitolan

Head, Ethics Review Head, Instrument Validation Review

Jeffry Q. Apat Cheryl P. Plaza

Head, Plagiarism & Authenticity Review Head, Technical Review

Mary Grace P. dela Cruz Jennyvi H. Papellero

Co-chairman, School Research Committee Chairman, School Research Committee

Accepted as his/her research project for in Inquiries, Investigations and Immersion

by the School Principal.

March 20, 2019 Marilou P. Curugan, DH-HRM

Date School Principal III

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ABSTRACT

Tardiness and absenteeism were very rampant in these millennia. Current study stated that the
students are conducting such a negative behavior. This kind of a behavior cannot be avoided by a
student. This study was conducted to determine the main causes of a students’ tardiness and
absenteeism. The study was conducted at the Agusan del Sur National High School. There were
263 respondents that we choose by using the Sloven’s formula to determine the number of
sample size. The researchers randomly chose a student that answer our questionnaire to avoid
such bias. Then the researchers use frequency and percentage to interpret the data gathered and
analyzed by the researchers. Results showed that students have many particular reasons. The
most common reason for tardiness was the bad weather condition and most common reason for
absenteeism was sleeping late at night. Based on the results, it was recommended that parents,
schools, teachers, and student must collaborate to reduce such a negative behavior because it has
a very big impact to the school. For the students, we recommend to adjust the time for early
sleeping at night to avoid waking up late in the morning. They should have to adjust their time
management for sleeping.

Keywords: Absenteeism, Tardiness, Causes

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ACKNOWLEDGEMENT

We would like to send our utmost gratitude to those people who helped us in molding our

research study, making it more reliable and accurate. We would like to give thanks to those grade

11 teachers who validated our study specifically Mr. Corvera, Mr. Suat at Mrs. Dela Cruz. And

gave us some advices on what to do and what to change or improve in our study. Also to our

subject teacher Mr. Jason P. Resma who encourage us to finish our papers and he never missed a

thing on how he can possibly help us in making our research study very progressive. We are

wholeheartedly thankful to those persons who willingly helped us in improving the quality and

the content of our research paper.

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DEDICATION

This research is dedicated to the researchers’ supportive and loving families who have been there

to support our financial needs. And also, the researchers dedicated to the teachers who helped,

validated and improved our research paper. Also, for our research adviser Mr. Jason P. Resma

for his patience, understanding and improving for our concerns.

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TABLE OF CONTENTS

Title Page…………………………………………………………………………….i
Approval Sheet……………………………………………………………………...ii
Abstract……………………………………………………………………………...iii
Acknowledgement…………………………………………………………………..iv
Dedication…………………………………………………………………………...v
Table of Contents…………………………………………………………………...vi
List of Tables………………………………………………………………………..vii
List of Figures……………………………………………………………………….viii

Chapter 1: THE PROBLEM AND ITS BACKGROUND………………………..1

1.1 Introduction……………………………………………………………………….1
1.2 Conceptual Framework…………………………………………………………...2
1.3 Statement of the Problem…………………………………………………………2
1.4 Significance of the Study…………………………………………………………2
1.5 Scope and Delimitation of the Study……………………………………………..3
1.6 Definition of Terms………………………………………………………………3
Chapter 2: REVIEW OF RELATED LITERATURE……………………………4
2.1 Related Literature………………………………………………………………...4
2.2 Related Study…………………………………………………………………….5
Chapter 3: RESEARCH METHODS……………………………………………...8
3.1 Research Design………………………………………………………………….8
3.2 Participants of the Study…………………………………………………………8
3.3 Setting of the Study………………………………………………………………10
3.4 Research Instrument……………………………………………………………...11
3.5 Data Gathering Procedure………………………………………………………..12
3.6 Data Analysis…………………………………………………………………….12
Chapter 4: PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA……………………………………..13
Chapter 5: SUMMARY, COCLUSIONS &
RECOMMENDATIONS……………………………………………..17
REFERENCE……………………………………………………………………….20

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LIST OF TABLES

Tables Table Title Page

3.2.1 Distribution of strata per section in Grade 12 students 9

4.1.1 Percentage of Late (causes) 14

4.1.2 Percentage of Absent (causes) 16

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List of Figures

Figures Figure Title Page

1.2.1 . The Independent and Dependent Variables of the Study 2

3.2.1 Sloven’s Formula and Computation 9

3.3.1 Map of ASNHS 10

4.1.1 Percentage of Late (causes) 14

4.1.2 Percentage of Absent (causes) 16

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

1.1 Introduction
According to Malik (2009), the school is considered as a hub for transformational

learning and life skills. Students are enrolled not only to acquire knowledge and understanding of

the world phenomenon but also to become better citizens and human beings. In this regard,

schools through their curriculum, inculcate the significance of social skills in the learners in

order to aid with the required skills to become responsible beings. On the other hand, the

students and families equally held responsible for the learning they acquire from the school and

attitude and behavior that exhibit towards schools and learning (Research gate, n.d.). Hence, the

students in the school are not only assessed for the demonstration of their intellectual capabilities

but also their behavior.

According to Philippine News Agency (2017), only 23% of Filipino students were able to

graduate because of financial and behavioral problems in schools. It is in the aspect were parents

take most of the point in sending their children to school. Because of some factor like financial

and habitual negative behavior parents cannot support their children well. Absenteeism and

tardiness conduct by students was alarmingly increasing and might lead them at risk of dropping

out or being expelled by strict schools. Filipino students are very hard working but some

influence such as social media or peers, and other internet-based applications and financial status

sometimes bother them not to go to school and stay at home without any valid reason. According

to Philippine Daily Inquirer (2018), BULAKAN, Bulacan — In a coastal village here, tardiness

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and absenteeism are normal for elementary school pupils who have to wade through floods or

take a banca ride to and from school.

In Agusan del Sur National High School (ASNHS) at the guidance office, there is no

clear baseline information to the possible causes of absenteeism and tardiness, that is the

researchers would like to determine the students’ most common reason why a student conduct

habitual tardiness and absenteeism.

1.2 Conceptual Framework

Independent Variable Dependent Variable

Grade 12 Senior Causes of Student’s

High Students Tardiness and Absenteeism

Figure 1.2.1. The Independent and Dependent Variables of the Study

Figure 1 shows the causes of student’s absenteeism and tardiness among grade 12 senior

high students in a month period.

1.3 Statement of the Problem

This study aims to determine the causes of tardiness and absenteeism in grade 12 senior

high students in Agusan del Sur National High School, S.Y. 2018-2019.

Specifically, this study seeks to answer the following questions:

1. What are the causes of students’ tardiness?

2. What are the causes of student’s absenteeism?

3. What is the most common causes of students’ tardiness and absenteeism?

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1.4 Significance of the Study

This study aims to determine the causes of student’s tardiness and absenteeism.

Moreover, this study is beneficial to the following:

School. The school benefited from this study by knowing how to adjust standards and

capacity to discipline the students well.

Teacher. The teacher benefited from this study by knowing what are the reasons and causes

of their students’ behavior towards tardiness and absenteeism.

Students. The students benefited from this study by adjusting their time for their unusual and

invalid reason for becoming late and absent in class.

Parents. The parents benefited from this study by knowing their child’s progress in this

school.

1.5 Scope and Delimitation of the Study

This study was conducted on the grade 12 senior high students in Agusan del Sur

National High School (ASNHS). The total number of populations in grade 12 was 769 students

and we use Sloven’s formula to get the number of the sample. We get a number of 263 students

to be one of our respondents and the study was conducted from January 18 to February 18, 2019

respectively in a month period.

The main objective of this study is to determine the causes of tardiness and absenteeism of

grade 12 student in Agusan del Sur National High School.

1.6 Definition of Terms

Absenteeism – the practice of staying away from school without a good reason.

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Tardiness – the quality or fact of being late going to school.

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Related Literature

The phenomenon of school tardiness and absenteeism has been viewed as students

coming late, sleeping late at night, hobby of not going to school, not reaching school on time,

missing out initial time from the first period and due to the bad weather condition, primarily not

being present in the time set by the school (Researchgate,2014). Educational psychologists took

a great interest to find the causes of and solutions to, tardiness and absenteeism, subsequently

worked a lot to get the most accurate findings. They were more focused about discovering the

root causes behind tardiness and absenteeism so that this problem is addressed appropriately.

According to Rebecca (2017), “there are many reasons for the students to show tardiness in the

school and being absent in a class without any reliable reasons, few reasons are directly related

to the student that is students are not taking their breakfast on time, students are de-motivated to

come to the school and the young ones who find it extremely difficult to get up early in the

morning”. Whereas a few are not related to the students, but fall on others like family members,

van drivers and others who do not support students to be on time. Researchers view tardiness as a

form of absence because this is how students miss a part of their class regardless of being

excused or not. Tardiness is defined as “coming, occurring or remaining after the correct, usual

or expected time; delayed” (The Free Dictionary, 2003)

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Therefore, tardiness and absenteeism can broadly be defined as missing time over a

course of a school day. For that reason, researchers reckon it as a chronic problem as two of the

classes which the researchers have taken into consideration, have around six students who turn

up late every other day and show signs of lethargy and disengagement from school. The familiar

faces are lined up every morning outside the attendance office with no concern or emotion on

their faces whenever the researchers pass by. This attitude can even become more adverse when

the students re-promoted from their middle school to high school. Unpunctuality in the middle

school can develop into high school lateness where the early slow disentanglement (M.

Bataineh,2014).

2.2 Related Study

When students are tardy or absent, or when they drop out of school, sequential learning

cannot occur, subject matter and skills cannot be developed, and much student talent is wasted

and at-risk students identify in the school setting include goes exhibiting signs of alcohol

consumption, drug abuse, or anti-social behavior. This student need assistant to overcome their

problems and to achieve in school. When counselling in the school setting is not sufficient, this

student needs to be referred to appropriate services in the community. For some high school

students, the immediate earnings from employment seems more significant than staying in

school. This student need courses in vocational education and assistance to help them developed

positive attitudes towards education, perceived alternative to dropping out, and realize the worth

of long-term goals. Family situations, such as cultural differences between values taught, at

home and school, separation, divorce, or out. School personal need to be determine causes of

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tardiness, absenteeism and dropping out and to provide necessary remediation (Ediger &

Marlow, 1987). As schools try to meet state and federal requirements of No Child Left Behind,

student academic achievement becomes a crucial part of that standard. However, schools are

faced with challenges that may hinder overall student success. Some secondary schools are

struggling with student tardiness and absenteeism. Tardiness and absenteeism have an impact on

the learning environment and the climate of the entire school. The purpose of this study was to

examine the impact tardiness and absenteeism have on academic achievement of ninth-grade

students in three high schools in Georgia that failed to make Adequate Yearly Progress for six

consecutive years (D. Quarles, 2011).

Student’s class participation becomes affected due to absenteeism and late. The effects

of absenteeism in class participation, miss the chance to become a part in class participate, can’t

raise questions about any confusion regarding topics. Can’t clear the concepts, Poor participation

in tutorial discussion; miss the chance of small group discussion within the class. They neglect

much value able information which students can gain in class. It leads to poor coordination with

teachers, poor coordination with their class mates in their group studies. Also affect the

performance of students especially when they are in a teamwork or group assignments and

projects. Unable to update for their assignments, unable to take the guideline about preparing the

assignments, Absenteeism leads the students to drop out graded activities. Poor performances in

class quiz which lead to poor GPA. Unable to prepare and the assignments on due dates which

badly effect the GPA of students. Poor performance during exams leads to poor GPA that’s why

they have to repeat the A session or drop out from the university (N. Khalid, et al.,2014). This

means that students that miss their class will not have the opportunity to foster their learning and

often compensated with poor grades. Kamla Raj quoted in his article, Bowen (2005) have
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established that students who attend classes more regularly seem to be more successful in their

studies than those who regularly absent. In addition, students that attend class regularly are more

likely to remember well the information and apply the knowledge effectively throughout their

life (Crede, Roch & Kieszczynka, 2010). Due to absenteeism teacher have to reteach lesion take

instructional time away from students those who attend regular classes. They spend extra time

over absentee extra homework and class assignments. It is beyond the planning period of

lecturers and time needed to provide individual assistance to students (Weller, 1996). Student

miss valuable information when they are absent from classes. They also missed the interaction

lecturer and benefits of specific examples which are used to clarify the difficult concepts. They

valuable information cannot be repeated when teacher re-teach lecture to absent students

(Williams, 2000). Absenteeism leads the difficult effect on the performance. Once the student is

absent from class, he or she will miss the opportunity to learn new techniques. If he missed the

class there is chance of missing study material and misses the opportunity in the examination to

get high grade. Students who attend the regular classes get high marks as compare to absent

students (Sharma, 2005). There is a strong positive correlation between attendance and grades.

(Moor, 2003)

In this behalf, researchers have been gathering a concrete and accurate data about the

common reasons why the students conduct a negative behavior towards the school. The data that

the researchers will be used as a tool to determine the most common reason of being tardy and

absent. Also, researchers gathered how frequent the students’ mostly absent or late in the but

there is no clear baseline towards any of that manner that’s why researcher investigate further

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Chapter 3

RESEARCH METHODS

This chapter outlines the processes that will be undergone for the study. It will give a

complete description on the research design, participants and setting of the study, research

instruments, data gathering procedure and data analysis.

3.1 Research Design

The research design used on this study was descriptive survey. This research design was

used to simply determine the causes of students’ tardiness and absenteeism.

3.2 Participants of the Study

The participants or the respondents of this study was the grade 12 senior high school in

the Agusan del Sur National High School. Then we use the Sloven’s formula to determine the

number of the sample size. Next, we use the formula of the sub population by each section to

determine the number of respondents by each section. The solution below shows the solving

procedure for Sloven’s formula and by sub population:

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n=263 N n
n= 2 Nsub= x Sample ¿¿
1+ N e Ntotal
n= Sample size
45
Nsub= x 26 3
N=769 769
769
n=
1+(769)(0.05)
2 Nsub= 15
N= Population size
769
n=
1+(769)(0.0025)
e=0.05
769
n=
e= Margin of error 1+1.9225
769
n=
2.9225

Figure 3.2.1 Sloven’s Formula and Computation

Table 3.2.1
Distribution of strata per section in Grade 12 students

SECTIONS POPULATION RESPONDENTS

(SAMPLE SIZE)

Aquinas 45 15
Gemini 54 18
Libra 51 17
Leo 51 17
Plato 46 16
Socrates 45 15
Marx 42 14
Copernicus 37 13
Descartes 37 13
Leibniz 38 13
Ptolemy 37 13
Rousseau 41 14
Aries 54 19
Capricorn 46 16
Pisces 55 19
Scorpio 47 16
Virgo 43 15
TOTAL 769 263

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3.3 Setting of the Study

The study was conducted at the Agusan del Sur National High School, specifically at the
grade 12 senior high students.

Figure 3.3.1 Map of ASNHS

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3.4 Research Instrument

The type of research instrument we use is questionnaire. The questionnaire can get data

from our respondents by distributing each of this to our respondents. The questionnaire is

adopted from the source: www. Researchgate.net. Also, it has been validated and approved by 3

teachers. The questionnaire is composed of only 2 questions:

RESEARCH INSTRUMENT
“Causes and Frequency of Students’ Tardiness and Absenteeism”

Name (optional): ___________________ _

Instruction: Please put a check of your answer in the box.
1. What is/are the reason/s are you absent in class? (Please check as many as applicable)
Sleeping late at night
Subject teachers do not come on time
I always forget the time/problem in time management
Our house is far from the school
Bad weather condition
Waking up late in the morning
Traffic going to school
Busy in household chores
Laziness triggered me
Other reason(s) (please state):

2. What is/are the reason/s are you absent to class? (Please check as many as applicable in)
Sleeping late at night
Need to attend different events or programs
Have no interest in a particular subject
Lack of financial assistance
Distance of school is far from home
Bad weather condition
No food to eat at home (hunger)
I just don’t like to go to school
I hate school
Other reason(s) (please state); ____________

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3.5 Data Gathering Procedure

First, we gathered and construct the questionnaire by the help of our research teacher and

some other adaptation of already existing questions on www.Researchgate.net. Then we

validated from the 3 teachers to identify what is/are the missing question or choices to our

questionnaire and also to assure the validity if it is fitted to our respondents’ potential to answer.

The questionnaire will be given to the grade 12 senior high school students. The questionnaire

was composed of 2 questions that questioned the students about the causes on why they are late

and being absent.

Each sections have a different number of respondents so that we use the sub total

population formula to determine the samples. It is solved at the 3.2 or the participant of the

study. We randomly chose a respondent to avoid bias either if it is males or females. Then we

asked each sections’ student monitor if the respondents that answered on our questionnaire are

having an absenteeism or late.

After the questionnaire has been answered and we done asking the sections’ student

monitor, we summarized all the data we gathered and then we analyzed it. All of the answer of

our respondents will be used for research purposes only and it will remain anonymous.

3.6 Data Analysis

The following are the statistical tools and data analysis techniques employed in the study:

Frequency. Was applied to determine on how many times that a student are late or absent for

school per month, and if the trend of student tardiness and absenteeism is being reduced or

increased after the intervention.

Percentage. Was applied to determine the percent on each choice that a respondent choose and

to determine the most common reason by a students’ tardiness and absenteeism.

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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter, the following data would present in table and it would undergo in

interpretation. The results of the data also included in this chapter.

4.1 Causes of Student’s Tardiness and Absenteeism

Figure 4.1.1. Percentage of Late (Causes)

Percentage of Late
100%
100%
80%
60%
40% 18% 11% 12% 15% 16% 11%
4% 6% 6%
20%
0%

1. Late Frequency Percentage

A. Sleeping late at night 108 18%

B. Subject teachers do not come on time 23 4%
C. I always forgot the time/problem in time 63 11%
management
D. Our house is far from school 71 12%
E. Bad weather condition 90 15%
F. Waking up late in the morning 94 16%
G. Traffic going to school 37 6%
H. Busy in household chores 38 6%
I. Laziness triggered me 62 11%
Total 586 100%

Table 4.1.1. Percentage of Late (Causes)

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The first presentation in this chapter above which is the figure 4.1.1 followed by the table

4.1.1, represent the data fully analyzed and gathered from our respondents’ answers. It is labeled

as the percentage of late (causes). The first column represents the questions and the choices, next

column is the frequency on how much a respondent chose their causes on how they relate to it,

then followed by the third column which is the percentage.

The most common reason answered by our respondents is sleeping late at night which has

an exact frequency of 108 and it has an overall 18%, and it is followed by waking up late in the

morning which has a frequency of 94 and it has a percentage of 16%. The very least common

causes relate by our respondents is subject teachers do not come on time and it has a frequency

of 23 and it has a percentage of an only 4% compared to the other reasons or causes. According

to G. Torres, et. Al (2016), Almost one half of the students can no longer attend the flag

ceremony, though attendance is a must. The flag ceremony is done during Monday to Friday and

is usually followed by announcement and updates. And as a result of being tardy, many of the

students miss the announcements. When a student comes to school late, it causes him/her to get

off to bad start and disrupts the classroom.

In short, the most common reason by our respondents based on the data gathered above is

the “sleeping late at night” and the least is the “subject teachers do not come on time”.

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Percentage of Absent(Causes) 100%

90%
60%
19% 12%
7% 11% 13% 20% 5% 8% 5%
30%
0%

Figure 4.1.2. Percentage of Absent (causes)

2. Absent Frequency Percentage

A. Sleeping late at night 82 19%

B. Need to attend different events or programs 54 12%
C. Have no interest in a particular subject 32 7%
D. Lack of financial assistant 49 11%
E. Distance of school is far from home 59 13%
F. Bad weather condition 86 20%
G. No food to eat at home (hunger) 23 5%
H. I just don’t like to go to school 35 8%
I. I hate school 20 5%
Total 440 100%

Figure 4.1.2. Percentage of Absent (causes)

The second presentation in this chapter above which is the figure 4.1.2 followed by the

table 4.1.2, represent the data fully analyzed and gathered from our respondents’ answers. It is

labeled as the percentage of absent (causes). The first column represents the questions and the

choices, next column is the frequency on how much a respondent chose their causes on how they

relate to it, then followed by the third column which is the percentage.

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The most common reason answered by our respondents is the bad weather condition

which has an exact frequency of 86 and it has an overall 20%, and it is followed by sleeping late

at night which has a frequency of 82 and it has a percentage of 18%. The very least common

causes of absent related by our respondents is I hate school which has a quantity of 20 and has a

percentage of 5% but it is the same as the no food to eat at home which has a percentage of 5%

but has a quantity of 23 which is their difference. According to G. Torres, et, al (2016), The

causes of absenteeism of students are  according to were the following; Lack of subject interest,

lack of personal interest in studies, available opportunities for entertainment like malls, movie

halls etc., the mental capacity of a students does not match with the course opted, Too much

pamperness from family,  the poor teaching skills of a teacher also keep away student from the

school, lack of confidence ,ragging also cause absenteeism , lack of allied activities also causes

absenteeism like no sports program, no fresher or farewell parties ,no annual day celebration etc.,

poor food of canteen may also be considered as one of the reasons for absenteeism and poor

infrastructure facility in school such as no place in a library to sit is also one of the reason of

absenteeism.

In short, the most common reason that the respondents answered our questionnaire is the

“bad weather condition” and the least is the “I hate school”.

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Chapter 5

SUMMARY, COCLUSIONS, AND RECOMMENDATIONS

5.1 Summary

This chapter presents the summary of the finding of this research, the conclusions derived

from these findings and the researchers’ recommendations for future researches of similar

concerns. The study is all about Causes and Frequency of Students’ Tardiness and Absenteeism

and it is Descriptive-survey design and we use stratified random sampling technique and bar

graphs to analyzed and interpret the data.

Findings

The following findings are obtained based on the analysis and interpretation of the data.

1. Reasons. The most common reason for the absenteeism is “sleeping late at night” and it

has a quantity of 108 respondents and it has a percentage of 18% compared to the other

reason: waking up late in the morning 16%, bad weather condition 15%, our house is far

from home 12%, I always forgot the time/problem in time management 11%, laziness

triggered me 11%, traffic going to school 6%, busy in house hold chores 6%, subject

teachers do not come on time 4%. The most common reason for tardiness was “ bad

weather condition” which has a quantity of 86 respondents and has a percentage of 20%.

It is followed by sleeping late at night 19%, distance of school is far from home 13%,

need to attend different events/programs 12%, lack of financial assistance 11%, I just

don’t like to go to school 8%, have no interest in a particular subject 7%, no food to eat at

home (hunger) 5%, and I hate school is 5%.

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2. Absenteeism. based on the analysis interpreted on chapter 4, the number of respondents

that is absent in a month is less. We found out that our respondents have initially not

being absent the data have showed that 30% of the respondents have no absent in classes

followed by 28% which has a number of 1-5 absences in a month, 6-10 which has a

percentage of 22% and lastly is 11 and above 20%.

3. Tardiness. Our respondents have an at least 1-5 times a late per month and it has a

percentage of 32% compared to 6-10 late has 25% followed by 11 and above 24% and

the least is 0 late which has an only 19%.

5.2 Conclusions

Based on the findings above, the following conclusions are drawn:

1. Given two or more findings for research problem number 1: what are the percentage of

students’ tardiness and absenteeism in a month? It has been a very few students that are

absent and late in month.

2. Problem number 2 is what are the reasons of students’ habitual tardiness and

absenteeism? So, the reasons are shown on the figures in chapter 4.

3. For the problem number 3 which is what is the most common reason of students’ habitual

tardiness and absenteeism? The most common reason based on the analysis and the data

we gathered, on absenteeism was “sleeping late at night” and on tardiness was “bad

weather condition”.

5.3 Recommendations

As synthesized from the findings and conclusions, the following recommendations were

made:

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Implementing Unit

1. This study is very beneficial to the following: Students, Teachers, Schools and Parents. in

which the parents and teachers knows the progress the students’ behavior and the effect

of their grades or academic performance towards absenteeism and tardiness.

2. We recommend to the teacher that their teaching strategies could be more understandable

to the students to avoid such a hatred to a particular subject.

3. For the students, we recommend to adjust the time for early sleeping at night to avoid

waking up late in the morning. They should have to adjust their time management for

sleeping.

4. We also recommend to the parents of the students to strictly discipline their children’s

negative attitude and to adjust to lessen their house hold chores.

5. We recommend to the schools to strictly provide the students with a valid excuse letters.

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REFERENCES

Bataineh, M. (2014). Tardiness in Relation to the Academic Performance of the Senior High

School Students of La Verdad Christian School Ay La Verdad Christian School: Retrieve

from www.academia.edu

Kelbel, J. (n.d.). A Case Study on Earliness/Tardiness Scheduling by Constraint Programming:

Retrieve from www.Researchgate.come

Raftery, R.L. (2008). A Quantitative study of the Effectiveness of Positive Behavior Support in

Secondary Schools: BYU Scholars Archive.

Masogo, G. D. (2015). Causes of Student Absenteeism: A Survey of Four Labatse Junior

Secondary Schools in Botswana: University of Botswana.

Aden, A. A., Yahye, Z. A., Dahir, A. M. (2013). The Effect Students’ Attendance on Academic

Performance: A Case Study at Simad University Mogadishu, Volume 4, page 6.

Philippine Daily Inquirer (2018). Tardiness and Absenteeism is Normal in this Bulacan School.

Retrieve from newsinfo.inquirer.net

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Implementing Unit

Torres, G. et al (2016). Absenteeism and Tardiness in Schools Statistics Effects. Retrieve from

study.com

Stanca, L. (2006). The Effects of Attendance on Academic Performance: Panel data evidence

from Introductory micro economics, forth coming. Journal of Economic Education.

Odell, C. W. (1923). The effect of attendance upon school achievement. Journal of Educational

Research, 12, 422-432.

Green, R. P. (1993). A correlation between attendance and grades in a first year psychology

class. Canadian Psychology, 34(2), 201-202.

Chen, J. & T., L. (2008). Class attendance and exam performance: A randomized Experiment.

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