SECTION I

THE PROBLEM AND ITS SETTINGS

This Chapter introduces the introduction, Statement of the Problem, and

Conceptual Framework.

1.0 INTRODUCTION

Tardiness is the act of being late, either being late in school passing worksheets,

and/or any other matters that related to the act of being late. Being tardy has become one

of the habits of the students nowadays and it seems to affect their academic performances

in school. Students who are really tardy get a lower grade and scores on standardized

assessment and lower performance in any activities and school. Additionally, in other

times, it somehow linked to failure in their grade level on school. However, with the given

reason or effects, many students are still unaware on the effect brought to them by their

act.

Moving on, tardiness perhaps related to the behavioral attitude of the students and

therefore the academic failures are being experienced. Many students are becoming

disrespectful when they got stress or having difficulties in doing school project and

worksheet. In addition, many students are also facing a problem like anxiety because some

of them are/don't know how/what to answer.

One factor that dictates quality of performance of a student is his/her punctuality that is

getting to school on time or being tardy. Moving on, tardiness is not much an issue for the

students nowadays, to them it seemed to be a normal thing. Furthermore, chronic tardiness

is when students are consistently late to class and have dramatic results on a students'

future adulation and career. Similarly, students who leaves school with an early time,

apparently miss out on valuable interaction time.

1
Playing online games and focusing on internet influence students to become tardier

(Ismael, 2022). A few of students are having that kind of addictiveness which may result

to academic failure if it becomes more sufficient to them.

Many caregiving students who arrive late and leave early from school miss out on

ley learning opportunities such as morning huddles, morning announcement, academic

activities, test and quizzes, and social interaction with peers.

Chronically, tardy students are more likely to accept that absent altogether is tolerated,

often leading to chronic absenteeism. This not only reflects poorly on the students and the

school, but can affect their peers as well. Research has found that not only do students

who are chronically tardy perform worse on their test scores, but so do their prompter

peers. The less time students spend in the classroom means the less they can contribute;

often leading to class being disrupted, placing group and class project on hold, and making

less significant peer connections. The causes that may contribute to tardiness, as always

seen by students in terms of low self-esteem

The current study is important because it is an attempt to provide statistical

evidence for the level of participants to know some things that are cause by their

tardiness and some other factors that can affect to their compliance as-well-as their

academic performance. Furthermore, this will determine the influence and Effect of

Tardiness towards the Academic Performance of Mindanao State University-Sulu Senior

High School Student (2023-2024). The reason of tardiness poor time management this is

probably the most common reason. Some people have a hard time estimating how long

task will take, which can lead to running late. Procrastination Delaying task until the last

minute can often result in being late. Lack of discipline some people struggle with self-

Discipline and find it hard to stick to a schedule. Unexpected circumstance traffic,

accident, or other unforeseen events can also cause tardiness. Health issue condition like

2
depression can make it difficult for people to manage their time effectively. Lack of

motivation/ interest if someone is not interested in the event or task, they might not make

it a priority to be on me.

1.1 STATEMENT OF THE PROBLEM

This research study aims to identify the Effect of Tardiness towards the Academic

Performance of Mindanao State University-Sulu Senior High School Student.

Specifically, this research study aims to answer the following questions.

1. What is the common factor of tardiness of senior high school students?

2. What is the level of academic performance of Senior high school students in Mindanao

State University-Sulu.

3.What is the effect of tardiness to academic Performance of Senior high school student

in Mindanao State University-Sulu

4. What is a significant difference Effects of Tardiness to Academic Performance any

student when grouped according to gender?

1.3 CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

TARDINESS ACADEMIC
PERFORMANCE

3
 Gender

Figure 1.3 Paradigm of the study

The conceptual paradigm shows the independent and dependent variable of the

study. The left box which are Tardiness as the independent variable that controls the

dependent variable which is on the right box, the Academic Performance and the other

box which are the respondents Identity including the Gender/Grade level and Strand.

4
 SECTION II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents relevant foreign and local literature and studies which give
supports to this research.

Tardiness

Tardiness is a common problem in many schools. It can be understood as an

individual risk for future problematic behavior leading to absenteeism, school dropout,

exclusion and later health problems. Tardiness can also be examined in relation to a

broader social-ecological perspective on health. The aim of this study was to analyze

students’, school staffs and parents’ views on students’ tardiness in two Swedish schools.

A focus group interview design was used with 21 school personnel, 21 students in grade

nine and two parents. The data were analyzed by using thematic content analysis. The

results illustrated the main themeIt depends on regarding what will happen if a student

arrives late to school lessons. This finding is further explained by the subthemes about

teachers’ signals and reactions and the responses from teachers and students. The

conclusion showed the importance of organizing the school day more predictably for the

students. Late arrival is a sign of shortcomings in a school organization. It is necessary to

develop guidelines related to how to handle students’ late arrival based on predictable

viewpoints but even more so on how to promote students’ sense of belonging and their

interest in and motivation for going to school.

5
 student academic performance could be also affected due tardiness, as mentioned by

fullo and grammor (2017), many senior high schools came late to school and as results,

academic subject Will. be affected as well as the grades, and they will be able to miss

classes as it also affects their performance. on the other hand, they are some causes of

tardiness according to the student as stated by bartula et. al. (2017) the top 3 reasons of

the respondent/ student for being tardy in coming to school incoming to school were

going late to bed in waking up late in distance to the school (which shows larger

percentage) study moose (2016) added that top four reasons in which the student are

tardy in their class are waking up late, sleeping late, the school is far and tiredness of

going to school.

in addition, Bilocula and Guia (2012) stated that the most common reason ranked by

the student is waking up late, second is traffic followed by preoccupation of other work

etc. respondent/ student who indicated "waking up late" reasoned out that they were just

too tired and lazy to go to school and they end up. Being late. other wanted up late in the

morning because they slept late at night before, they called cited Nakpodia and Dafiaghor

(2011) attributes lateness to a lot of factors or causes. going late to bed and waking up

late in the next morning is the most common also, the distance of the student Hine and

school, or solely the school location is also considered as a possible cause of tardiness.

they also cited Oghuvbu (2008) revealed that cause of lateness among secondary

student were going late to bed because of watching films and home movies resulting. to

waking up late in the morning distance to school and keeping friends who are not student.

more importantly these cause and reason of tardiness my affect student

academically. in the study weade (2004) as cured by Bilocura and Guia (2012) Taming

Tardiest: every minute’s counts, it showed that along high school student, the grade point

average (GPA) is correlated with absences and tiredness. this means that student with

6
better attendance and punctuality having higher GPA's. if there is a cause there would be

also an effect and the top 3 observation effect of tiredness based on the student were

stress and tiredness disorganization which could possibly lead to procrastination of their

school works and pressure to pass all those on time thus, it lowers their academic

performance and their GPA (Bataineh 2014)

Espirida et.al. (2017) indicated in their study that being late or absent leads to how

performance level which will also leads the student to disqualification in class. they

added that tardiness affects not only student attendance records and ability to learn but it

also impacts the school also interrupt other student learning.

In evaluating the deleterious effects of missing in-school time, research has almost

exclusively focused on absences, and almost no attention has been paid to tardiness.

Hence, this study contributes a new dimension to the field by examining the effects of

student tardiness on academic achievement. Employing an empirical model on a large-

scale, longitudinal, multilevel dataset of urban elementary school children over 6 years of

observations, there are 2 significant findings. First, students with greater tardiness

perform worse on both standardized reading and math tests. Second, holding constant an

individual's own record of tardiness, students whose classmates are tardy more frequently

also have lower test scores. Hence, the achievement gap widens for students in

classrooms whose peers have higher rates of tardiness and widens even further for

students who also have greater individual levels of tardiness. Policy implications are

discussed.

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. At-risk students identified in the school setting include those exhibiting

signs of alcohol consumption, drug abuse, or antisocial behavior. These students need

7
assistance to overcome their problems and to achieve in school. When counseling in the

school setting is not sufficient, these students need to be referred to appropriate services

in the community. For some high school students, the immediate earnings from

employment seem more significant than staying in school. These students need courses in

vocational education and assistance to help them develop positive attitudes toward

education, perceive alternatives to dropping out, and realize the worth of long-term goals.

Pregnant teenage girls, also at risk of dropping out, need counseling services to help them

obtain their diplomas, learn job skills,

This study examined continual student tardiness within an urban middle school in

Karachi. The primary aim of the study was to improve the punctuality of identified

middle school students by providing them with rewards and incentive on the observation

of each decrease in their tardiness. In addition to it, it focused on facilitating and

transforming the behavior of the parents and teachers towards student tardiness in the

school. Action research design was applied and eight students were chosen for the

intervention of determined strategies. Later, six weeks intervention was planned for the

identified students and incentives were attached for them for coming on time. After the

weeks of intervention, the post test was carried out using the similar measures. The data

included observations in two phases; pre-intervention observation and a post intervention

observation by reviewing the attendance register. The results revealed a significant

change in the students’ tardiness in the school post intervention. These findings highlight

the importance of a relationship between institutional practices of reward and behaviors

modification in students.

This study aimed to systematically review studies that investigate factors associated

with students’ lateness behavior and dealing strategies. There were at least 24 papers and

8
reports reviewed regarding lateness behavior. The related journal papers and reports on

factor associated with students’ lateness behavior and dealing strategies were downloaded

with cut off limit from 2013. The papers and reports were then analyzed and organized

according to the definitions of lateness and various factors associated with students’

lateness behavior and dealing strategies. However, the finding of this study indicates that

there was conclusive evidence from the reviewed literature regarding students’ lateness

behavior, yet the number of articles supporting it was small. Finally, conclusion of the

study indicates the dealing with disruptive behavior in the classroom is one of the most

challenging aspects of being a professor and the study recommended further

investigations and analysis could be beneficial to obtain a complete vision of patterns of

lateness behavior and coping strategies for the student.

Student tardiness in the classrooms has proved to be a significant challenge in the

Botho University classroom. In order for this challenge to be addressed effectively, there

is need to understand the factors that influence tardiness among the students. This study

examined the causes of student tardiness and the effect student tardiness has on students.

The study further went on to look at different ways students can be made more punctual

in school. Through a qualitative case study research design, the sampling strategies used

were purposive sampling and convenience sampling for the population of Botho

University (Gaborone Campus). The data was collected through observations, field notes

and individual interviews with student participants. The research findings revealed that

transportation, lack of time management and self-discipline, and distance from school

contributed significantly to student tardiness. In order to improve student tardiness, it is

recommended that Botho University should change the starting time of lessons and

implement a consistent tardy policy across.

9
 Tardiness is viewed as a construct, which is an abstract concept deliberately

created to represent a collection of concrete forms of behaviors including stress or

anxiety. The case study on which this article is based explored the relationship between

stress or anxiety and tardiness of engineering students, establishing a direct correlation

between stress or anxiety and the throughput rate of an engineering module called Design

Project III. The empirical study incorporated an ex-post facto study involving a PR

experimental/exploratory design using descriptive statistics. The results of this research

were applied to three separate tests which indicated a statistically significant relationship

between stress or anxiety and the final throughput rate 75%) of the module Design

Project III. Moreover, the presence of a negative correlation indicates that a decrease in

the negative aspects of stress or anxiety will result in an increase in the final throughput

rate of the module, subsequently influencing the academic success of engineering

students.

Stress is any change that requires a person to adjust to a new situation and is

registered in the brain as a threat that causes a stress response in the body. Student

tardiness' is the term ascribed to students who suffer from tardiness, which is defined as

the quality or condition of not being on time. Student tardiness is currently experienced in

many higher educational institutions, contributing to poor academic achievements and

subsequent low throughput rates. Tardiness is viewed as a construct, which is an abstract

concept deliberately created to represent a collection of concrete forms of behaviors

including stress or anxiety. The case study on which this article is based explored the

relationship between stress or anxiety and tardiness of engineering students, establishing

a direct correlation between stress or anxiety and the throughput rate of an engineering

module called Design Project III. The empirical study incorporated an ex-post facto study

involving a PR experimental/exploratory design using descriptive statistics. The results of

10
this research were applied to three separate tests which indicated a statistically significant

relationship between stress or anxiety and the final throughput rate 75%) of the module

Design Project III. Moreover, the presence of a negative correlation indicates that a

decrease in the negative aspects of stress or anxiety will result in an increase in the final

throughput rate of the module, subsequently influencing the academic success of

engineering students.

Research conducted over the past three decades finds that many children and

adolescents do not meet recommended sleep guidelines. Lack of sleep is a predictor of a

number of consequences, including issues at school such as sleepiness and tardiness.

Considering the severity of this public health issue, it is essential to understand more

about the factors that may compromise children's and adolescents' sleep. This meta-

analysis examined the effects of school start time (SST) on sleep duration of students by

aggregating the results of five.

The issue of increased student tardiness within US schools and the resulting

allocation of time and resources required to mitigate its unwanted effects has been an

ongoing problem during the past two decades. Students who consistently miss the

beginning of instruction are more likely to suffer from lower grades and deal with

disciplinary consequences of their tardy behavior that later require additional school time

and monetary cost. The introduction of restorative justice concepts within some schools’

disciplinary policies came about after the ineffective and damaging use of zero tolerance

policies drew criticism. Restorative justice, though originating from the criminal justice

system, was adapted in education to address problem behaviors among students.

Educators who have embraced restorative justice concepts expect students who have

transgressed school policies to engage in dialog about their behavior. A paired sample t-

test was used to determine the effects of a high school’s revised tardy policy among a

11
group of 163 students during the course of one academic year. This researcher input the

number of individual tardiest for students selected for this study for each of two academic

school years into the Statistical Package for the Social Sciences (SPSS) and set the alpha

level at. 05. The results of the statistical analysis showed no significant change in the

tardy rate among the group when comparing the academic school year prior to the

subsequent year when the policy was implemented. The findings of this study suggest

that the changes made to the school-wide tardy policy did not significantly reduce

tardiness among students.

Developing and implementing proactive interventions within a Positive Behavior

Interventions and Supports (PBIS) framework creates a positive instructional

environment that results in desired outcomes for students (eg, improved behavior) and

staff (eg, improved organizational health). To date, most descriptive and empirical studies

of PBIS have occurred at the elementary and middle school levels (Horner, Sugai, &

Anderson, 2010). If PBIS strategies are to positively impact student success at the high-

school level, more examples of evidence-based effective strategies are required. I

investigated the effects of a proactive approach of acknowledging appropriate behavior

across four high school students using a multiple-baseline across participants design, in

which high school students with high rates of tardiness had the opportunity to earn a

reward on Friday morning contingent upon arriving to school on time Monday through

Friday. Tardiness slightly decreased across all students during the same time, indicating

that factors other than the intervention may have affected student behavior. Study

limitations and implications for educators and researchers are discussed.

12
 The issue of increased student tardiness within US schools and the resulting

allocation of time and resources required to mitigate its unwanted effects has been an

ongoing problem during the past two decades. Students who consistently miss the

beginning of instruction are more likely to suffer from lower grades and deal with

disciplinary. consequences of their tardy behavior that later require additional school time

and monetary cost. The introduction of restorative justice concepts within some schools’

disciplinary policies came about after the ineffective and damaging use of zero tolerance

policies drew criticism. Restorative justice, though originating from the criminal justice

system, was adapted in education to address problem behaviors among students.

Educators who have embraced restorative justice concepts expect students who have

transgressed school policies to engage in dialog about their behavior. A paired sample t-

test was used to determine the effects of a high school’s revised tardy policy among a

group of 163 students during the course of one academic year. This researcher input the

number of individual tardies for students selected for this study for each of two academic

school years into the Statistical Package for the Social Sciences (SPSS) and set the alpha

level at. 05. The results of the statistical analysis showed no significant change in the

tardy rate among the group when comparing the academic school year prior to the

subsequent year when the policy was implemented. The findings of this study suggest

that the changes made to the school-wide tardy policy did not significantly reduce

tardiness among students.

This study examined continual student tardiness within an urban middle school in

Karachi. The primary aim of the study was to improve the punctuality of identified

middle school students by providing them with rewards and incentive on the observation

of each decrease in their tardiness. In addition to it, it focused on facilitating and

transforming the behavior of the parents and teachers towards student tardiness in the

13
school. Action research design was applied and eight students were chosen for the

intervention of determined strategies. Later, six weeks intervention was planned for the

identified students and incentives were attached for them for coming on time. After the

weeks of intervention the post test was carried out using the similar measures. The data

included observations in two phases; pre-intervention observation and a post intervention

observation by reviewing the attendance register. The results revealed a significant

change in the students’ tardiness in the school post intervention. These findings highlight

the importance of a relationship between institutional practices of reward and behaviors

modification in students.

Developing and implementing proactive interventions within a Positive Behavior

Interventions and Supports (PBIS) framework creates a positive instructional

environment that results in desired outcomes for students (eg, improved behavior) and

staff (eg, improved organizational health). To date, most descriptive and empirical studies

of PBIS have occurred at the elementary and middle school levels (Horner, Sugai, &

Anderson, 2010). If PBIS strategies are to positively impact student success at the high-

school level, more examples of evidence-based effective strategies are required. I

investigated the effects of a proactive approach of acknowledging appropriate behavior

across four high school students using a multiple-baseline across participants design, in

which high school students with high rates of tardiness had the opportunity to earn a

reward on Friday morning contingent upon arriving to school on time Monday through

Friday. Tardiness slightly decreased across all students during the same time, indicating

that factors other than the intervention may have affected student behavior. Study

limitations and implications for educators and researchers are discussed

14
 This study investigated the effects of school-wide positive behavior support

(SWPBS) on middle school climate and student outcomes. Data consisted of more than

300 teacher responses and 10,000 student responses in two middle schools in the western

United States. This study used a quasi-experimental (non-equivalent two-group, pretest-

posttest) design. One school implemented a SWPBS intervention over a period of four

years, while the other served as a control. The SWPBS intervention included school-wide

teaching of social skills, praise notes from teachers to students, posting of school rules,

proactive screening for students at risk for emotional and behavioral disorders, and

referrals of at-risk students for targeted interventions. The treatment school showed

statistically significant improvements in teacher ratings of school climate, while the

control school tended to stay the same or worsen. Statistically significant decreases were

also evident in students' tardiness, unexcused

effects-poor-time-management-2When you sleep through breakfast because you

stayed up too late the night before trying to meet an assignment deadline, you likely

won’t get three meals that day. Missing a meal will typically prompt you to reach for

snacks to make up for it – and many students end up reaching for junk food and other

unhealthy options. A s stated by Michael A Gottfried (2014), in evaluating the deleterious

effects of missing in- school time, research has almost exclusively focused on absences,

and almost no attention has been paid to tardiness. Hence, this study contributes a new

dimension to the field by examining the effects of student tardiness on academic

achievement. Employing an empirical model on a large-scale, longitudinal, multilevel

dataset of urban elementary school children over 6 years of observations, there are 2

significant findings. First, students with greater tardiness perform worse on both

standardized reading and math tests. Second, holding constant an individual's own record

of tardiness, students whose classmates are tardy more frequently also have lower test

15
scores. Hence, the achievement gap widens for students in classrooms whose peers have

higher rates of tardiness and widens even further for students who also have greater

individual levels of tardiness, Policy implications are discussed. In conformity with

Taryn W Morrissey, Lindsey Hutchison, Adam Winsler (2014), low family income is

associated with poor academic achievement among children. Higher rates of school

absence and tardiness may be one mechanism through which low family income impacts

children's academic success. This study examines relations between family income, as

measured by receipt of free or reduced-price lunch, school attendance, and academic

achievement among a diverse sample of children from kindergarten to 4th grade

(N=35,419) using both random and within-child fixed-effects models. Generally, results

suggest that the receipt of free or reduced-price lunch and duration of receipt have small

but positive associations with school absences and tardiest. Poor attendance patterns

predict poorer grades, with absences more associated with grades than tardiest. Given the

small associations between receipt of free or reduced-price lunch and school attendance,

and between the duration of receipt of free or reduced-price lunch and children's grades,

results do not provide strong evidence that absences and tardiest meaningfully attenuate

relations between the duration of low family income and student achievement, poorer

attendance and persistent low income independently predict poorer grades. Implications

for policy and future research are discussed. (PsycInfo Database Record (c) 2020 APA,

all rights reserved).

being consistently late to class can have an impact on a student learning as well as

the disrupt another student and teacher in the classroom. lateness, according to breeze et

al (2010), is equivalent with tardiness, which mean being sluggish to act or respond, and

so failing to meet correct or usual time. other family member, particularly the elderly, can

teach you how to be late on a regular basis. student tardiness can also be affected by

16
watching movies late at night. additionally, according to Nakpodia and Dafiaghor (2011)

one of the most common causes of tardiness is waking up late in the morning. Other

reasons for tardiness include heavy traffic, household chores and vehicles breakdown.

Tardiness has been present since century because of those emergencies that comes

in our lives. It has also a major problem in all aspects of life not just in school but even in

workplace and social gatherings. Tardiness brings many negative impacts especially to

the students since it can bring negative effects to the people that surrounds them, not just

to themselves. Study by Hammill Institute on Disabilities (Cardarella, Christensen, young

& Densley, 2011), looked at decreasing tardiness in primary school-aged students using

teacher written praise notes. The researchers found that students who are frequently late

to school often miss out on important opening announcements and academic activities.

Teachers can become frustrated as late students disrupt instruction, often requiring

reteaching of what they have missed. Tardy behaviors can also negatively affect the

overall classroom environment, the study says. Arriving late to school can also mean that

students miss out on activities designed to build connections with their peers, potentially

impacting their social interactions and creating a greater sense of alienation from their

classmates. Late coming poses the most problem to school administrators anywhere in

the world (Lauby ,2009). It is probably the most annoying breach of rules of attendance

which the school officials will have to deal with on a daily basis. The social learning

theory explains

that an individual's behaviors is based on exchanges between behavioral,

cognitive, and environmental influences. Albert Bandura is psychologist who focused on

social cognitivism. His work is considered to be a part of the cognitive revolution of

psychology and his theories have greatly impacted personality psychology, education,

and cognitive psychology. This theory also tells us a lot about the ways that we can

17
promote learning in the classroom. At the base of behavioral, cognitive, and

environmental influences lies the underlying process of. Observational learning:

attention, retention, reproduction, and motivation. These four qualities are required for

learning to take place. Attention refers to the concept that for an individual to learn

anything, they must pay attention to a modeled behavior. A way to encourage

attentiveness from your students is to begin a lesson with an interesting anticipatory set

that will get their attention and keep them engaged. (Hunter) Whether or not an

individual remembers a modeled behavior is retention. Retention is an important factor in

the classroom. Without retention there cannot be a successful transmission of information

between subjects which is why it is such a vital aspect of education. To promote retention

educators may use a variety of tactics. For example, encouraging attentiveness can be

effective; supporting your students to make a conscious effort can also be useful. Other

strategies that can be valuable in aiding retention include incorporating color into lessons,

encouraging good sleep and nutritional habits, and making your students be accountable

for what they learn by checking a notebook and encouraging them to hang on to graded

work in an organized manner. Reproduction involves converting a symbolic

representation into an action, and motivation refers to whether or not a person has a

motivating factor that encourages them to imitate a behavior. Students can reproduce

what they have learned through guided and independent practice such as work sheets,

papers, and projects that allow them to use the skills they have learned. Motivation comes

from the satisfaction a student nutrition al

18
 SECTION III

RESEARCH METHODOLOGY

This chapter introduces the method to be used in the study. The chapter presents
details of the Research Design, Research Site, Participants, Instrumentation, Research
Protocol, Data Collection, Statistical Technique.

3.0 RESEARCH DESIGN

This research study utilizes both quantitative and qualitative method and

descriptive research design to examine the Effect of Tardiness towards the Academic

Performance of Mindanao State University-Sulu Senior High School students.

3.1 RESEARCH SITE

19
 The setting of the study will be conducted in Mindanao State University – Sulu

Senior High School during the school year 2023-2024. This school is located at Capitol

Site, Patikul Sulu. Senior high school department have two strands of specialization were

(GAS and STEM), along with the other department where in Mindanao State University-

Sulu includes the Mindanao State University-Sulu laboratory, College of Agriculture,

College of Education, College of Arts and Science, College of Computer Science,

College of Business Administration, College of Nursing, College of Fisheries, and

college of Criminology and Public Affair.

3.2 PARTICIPANTS

The respondents of this study will be the Grade 11 students both GAS and STEM

strands from GAS 1 to GAS 7 and STEM 1 to STEM 5 who are officially enrolled at

Mindanao State University – Sulu Senior High School at the school year 2023-2024.

3.3 INSTRUMENTATION

This research will use a Likert scale survey questionnaire as the research

instrument. The study instruments included questionnaires for students were assume to

assess the opinion, and responses (5- Always, 4-Often, 3-Sometimes, 2-Rarely, 1-Never).

The Likert scale survey questionnaire is a close ended survey questionnaire. It is

composed of two (2) parts whereby: (PART I) The respondents Identity (Gender). (PART

II) Factors of Tardiness. Following rating scales will used in the analysis and

interpretation of the data collected.

3.4 RESEARCH PROTOCOL

20
 The researchers will submit this research protocol the relevant ethical guidelines

set by the oxford university press include points to consider when designing information

sheets for adults. The information sheet is often best written as an invitation (The use of

we may help). Use the active tense and avoid the passive. Write in sample, non-technical

terms that a lay person will understand easily. A sample consent from is also included.

3.5 DATA COLLECTION

The researchers conducted this research in Mindanao State University-Sulu at

Senior High School Department school year 2023-2024. The study conducted to know

the Effect of Tardiness towards the Academic Performance of Mindanao State

University-Sulu Senior High School Student.

After the validation of instrument, the research made a transmittal letter to be sign

by the Senior High School GAS Coordinator for conducting the study “Effect of

Tardiness towards the Academic Performance of Mindanao State University-Sulu Senior

High School Student”.

3.6 STATISTICAL TECHNIQUES

For the interpretation of data, the researchers will use Weighted Arithmetic

Mean, Chi-square and T-test for independent sample tools. The weighted arithmetic mean

will used to answer the research problem; What is the common factor of tardiness of

21
senior high school students? What is the level of academic performance of Senior high

school students in Mindanao State University-Sulu? And T-test will used to identify the

effect of tardiness to academic Performance of Senior high school student when grouped

according to gender. While the Chi-square will used to identify the significance influence

of Tardiness to students’ academic performance.

REFERENCES

Rivard, J. (2013). The effects of an intervention program on tardiness, absenteeism, and

academic achievement of at-risk high school students (Doctoral dissertation).
Kgosi, K. K. (2016). Students’ tardiness and its effect on teaching and learning at Botho
University, Botswana.
Egan, C. A. (2014). A Positive Behavior Intervention’s Effect on Student Tardiness to
School
Lockwood, L. A. (1930). Causes of tardiness. The School Review, 38(7), 538-543.
Quarles, D. (2011). An analysis of tardiness, absenteeism, and academic achievement of
9th grade students in a selected school district in southeastern Georgia (Doctoral
dissertation, South Carolina State University).
Bataineh, M. Z. (2014). A review of factors associated with student’s lateness behavior
and dealing strategies. Journal of Education and Practice, 5(2), 1-7.
Arbiol, J. M., & Billiones, H. S. (2013). The Role of Personality and Agencies of
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QUASTIONNAIRE

Factors of Tardiness among Senior High School Students.

Name (optional): Gender: F M

Instructions: Please indicate the extent of your Tardiness by checking each item using
the following criteria.

5- Always 4- Often 3- Sometimes

2- Rarely 1-Never

DESCRIPTIONS 5 4 3 2 1

1. Do you come late to class often

2. Do you ever find yourself

locked out of class dues to arriving

3. Does the distance of your house

affect your tardiness in school

23
4. Do you go somewhere before
coming to class?
5. Does the availability of
transportation affect your tardiness
in school?

6. do you sleep late at night or

wake up late?
7. How often do you encounter
traffic?
8. Do you do chores or help at
home before going to school?
9. Do you usually get sick? And if
so, does it cause you to be late to
class?

10. Do you come late to class due

to financial problems?

24