DETERMINING THE CAUSES OF TARDINESS AMONG LEARNERS OF

MARIA CRISTINA NATIONAL HIGH SCHOOL

S.Y 2024-2025

A Research Paper Presented to the

Junior High School Faculty

of Maria Cristina National High School

Sawali, Maria Cristina, Iligan City.

In partial fulfillment of the requirements in

English 10.

Cesar Jv Cagalawan
Hannah Dayaganon
Angel Nicole Arlos
John Ariel Bojos
Rhean Abarquez
Aldred Quitat
Rutchie Mitz Arcadio
(Grade 10-Hope)MARCH, 2025

Table of Contents

Table of Contents 2
List of Tables 3
List of Figures 3
List of Appendices 3
Chapter 1. The Problem and Literature Review 4
1.1 Background of the Study 4
1.2 Literature Reviews 5
1.3 Significance of the Study 5
1.4 Research Problems 5
1.5 Research Hypothesis (For quantitative research ) 5
1.6 Definition of Terms 5
Chapter 2. Methods 5
2.1 Research Design 5
2.2 Sampling and Participants 6
2.3 Instruments 6
2.4 Data Gathering Procedure 6
2.5 Data Analysis 6
2.6 Potential Ethical Issues 6
Chapter 3. Results, Discussion, Conclusion, and Recommendation 6
3.1 Results and Discussion 6
3.2 Limitation of the Study 6
3.3 Conclusion 6
3.4 Recommendations 6
References 7
Appendices 8

List of Tables

Table 1. 1

List of Figures

Figure 1. . 1

List of Appendices

Appendix A. . 1
Chapter 1. The Problem and Literature Review

Background of the Study

Introduction

Attending classes is a significant factor in knowledge acquisition, for it

maximizes learning opportunities available during class hours. Despite this,

tardiness in class has been a prevalent problem in Philippine Schools. (Ramos

and Nisperos, et.al.,2023). Research has shown that tardiness can harm a

student's academic progress - those who are frequently late to class tend to

perform worse on assessments, are less likely to complete their education, and

face a higher risk of dropping out altogether. Tardiness can also disrupt the

learning environment for the student's peers, reducing the overall effectiveness of

instruction. (Moore, 2010).

The issue of tardiness is particularly concerning at the junior high school

level, where students are undergoing a critical developmental stage and may

require more support and guidance to establish positive habits. Furthermore, it is

a well-known problem that teachers have been battling for years, for it will lead

to more complex issues, such as absenteeism, low academic performance, and

eventually dropping out of school. Maria Cristina National High School, like

every school, is governed by its existing policies on tardiness through its school

handbook, which is aligned with DepEd’s vision and mission and its Child

Protection Policy. For the School year 2024-2025, Grade 10 classes are equipped

with biometrics, which prompt students to come to school early as being late
would mean a payment of ten (10) pesos in fines, which they could use to benefit

the students. Even with this intervention, tardiness continues to be a problem,

and there is a need to seek a possible solution for this.

The existing literature on tardiness has highlighted several factors

contributing to this issue. These include individual student issues such as time

management, lack of motivation, difficulty waking up in the morning, external

factors like transportation challenges, family responsibilities, and the school

environment. (Moldero et al., 2024). These findings could differ from its research

locale, one research gap this study would want to address.

Despite the interventions, the prevalent tardiness among the Grade 10

students made this study significant.

Literature Reviews

Tardiness has been one of the most prevalent problems in school,

which teachers prioritize in addressing. Several studies have been

conducted to address such problems. Several studies could be considered

related literature to this study.

According to a study conducted by Baitaneh (2014), several factors

were pointed out, including poor organization, going to bed late, family

background, cultural background, emotional challenges, and the distance

from their house to school. These factors were also identified in the study

of Nakpodia and Dafiaghor (2020).

 Significance of the Study

This study aims to provide evidence that supports a flexible and

innovative learning environment tailored to students' needs. Its significance relies
on (Taylor, 2014): ↵* Identifying the factors contributing to tardiness among
junior high school students to inform targeted interventions. This problem
benefits teachers, learners, parents, and school administrators by effectively
addressing tardiness.

Expanding the existing body of knowledge on student tardiness,

particularly in the Philippine context, which can inform policy and practice in
other educational settings.

This study can help teachers proactively recognize potential signs of

tardiness, allowing them to implement appropriate strategies to minimize
disruptions to the learning environment for all students. (Gottfried, 2012)

The findings of this study can help the learners become aware of the
factors that can lead to tardiness, empowering them to develop better time
management and self-regulatory skills.

Lastly, the study can inform the parents on how they can support their
children in addressing issues that contribute to tardiness.

Research Problems

This study explores the factors contributing to tardiness among

junior high school learners at Maria Cristina National High School.

Specifically, it aims to answer the following questions:

1. What individual-level factors, such as time management skills,

motivation, and sleep habits, contribute to tardiness among junior

high school learners at Maria Cristina National High School?

2. What external factors, such as transportation challenges, family

responsibilities, and the school environment, contribute to

tardiness among junior high school learners at Maria Cristina

National High School?

3. What strategies can be implemented to address the identified

causes of tardiness among junior high school learners at Maria

Cristina National High School?

Definition of Terms

Tardiness refers to the act of arriving late to school, which may negatively

impact academic performance and overall discipline. Learners are the

students enrolled at Maria Cristina National High School who are the

focus of this study. Time management is the ability of learners to

effectively plan and allocate their time to meet school obligations

punctually. Transportation issues encompass difficulties faced by students

in commuting to school, such as lack of transportation, delays, or long

travel distances. Family situations pertain to personal or household

circumstances that may affect a learner’s ability to arrive at school on time.

Lack of motivation describes a state where learners experience a decrease

in enthusiasm or willingness to attend school punctually. Emotional

reactions include feelings such as embarrassment, stress, defensiveness, or

guilt that students experience when arriving late. Disciplinary actions are

measures taken by school authorities to address tardiness, including

verbal warnings, written warnings, and fines. Missed opportunities refer

to the consequences of tardiness, such as losing participation in classroom

discussions, activities, or school events. Negative feedback from teachers

consists of criticism or disciplinary responses from educators due to

frequent tardiness.
Chapter 2. Methods

2.1 Research Design

This study utilized a survey research design, which is well-suited for

examining student attitudes, behaviors, and perceptions regarding tardiness. A

quantitative approach was adopted to collect numerical data, allowing for

statistical analysis of patterns and trends. The survey included both closed and

Likert-scale questions, ensuring consistent data collection across participants.

This design is appropriate for exploring the relationship between student

demographics and tardiness and identifying potential causes of tardiness.

2.2 Sampling and Participants

The study employed a purposive sampling method, which best suits this

study because it could provide the most insight. This study has the Grade 10

Learners based on the criterion that all grade 10 sections implement biometric

attendance. Biometric attendance was implemented to monitor students’

attendance closely. This was implemented with the permission of the parents

through its HPTA Meeting.

2.3 Instruments

The primary instrument for data collection was a self-report questionnaire

developed specifically for this study. The questionnaire contained 10 items

focusing on various factors contributing to tardiness, including student attitudes,

school environment, personal habits, and external factors. Questions were

primarily closed-ended multiple choice, allowing for easier quantification and

statistical analysis. Pretesting of the instrument was conducted on a small group

of students to ensure clarity, reliability, and validity.

2.4 Data Gathering Procedure

Data collection was carried out over a period of 1 hour. The survey was

administered during lunch break to ensure a high response rate. Participants

were informed about the purpose of the study and assured of the

confidentiality of their responses. Students were given 10 mins to complete

the questionnaire in paper format. A consent form was distributed to

participants, ensuring they understood their voluntary participation and the

anonymity of their responses.

2.5 Data Analysis

The data collected from the questionnaires were analyzed using

descriptive statistics to summarize student responses and identify

patterns in tardiness-related behaviors. Additionally, inferential statistical

techniques such as chi-square tests or correlation analysis were employed

to examine relationships between demographic factors (e.g., age, gender,

grade level) and the frequency or causes of tardiness. Statistical software

Excel was used to process and analyze the data.

2.6 Potential Ethical Issues

Several ethical considerations were taken into account to protect the rights and

well-being of participants. These included:

 ● Informed consent: All participants (and their guardians, if necessary)

were fully informed about the study’s purpose, procedures, and their right

to withdraw at any time without penalty.

● Confidentiality: All responses were kept anonymous, and data were

stored securely to prevent unauthorized access.

● Non-coercion: Participation was voluntary, and students were not

penalized for choosing not to participate or for withdrawing from the

study.

● Sensitivity to vulnerable populations: Special attention was given to

ensure that questions did not cause emotional distress, and support

resources were provided if needed for students who expressed concerns

about tardiness or related issues.

Chapter 3. Results, Discussion, Conclusion, and Recommendation

This chapter discussed and explained the results and discussion,

conclusion and recommendations in this study.

Results and Discussion

Demographic Data

Gender Number of Respondents

Male 15

Female 15

Causes of Tardiness

Cause Number of Respondents

Poor time management 14

Transportation issues 6

Family situation 5

Lack of motivation 5

Emotional Reactions to Tardiness

Emotion Number of Respondents

Embarrassed 14

Apologetic 9

Defensive 2

Stressed 5
Effects of Tardiness

Effect Number of Respondents

Increases stress levels 6

Misses important issues 11

Affects punctuality for the rest of 9

the day

Leads to negative feedback from 4

teachers

Disciplinary Actions for Tardiness

Disciplinary action Number of Respondents

Verbal warnings 5

Written warnings 4

Fine/Fees 4

Missed opportunities 17

Perception of Tardiness as an Issue

Response Number of Respondents

Yes 157

No 23
 Limitation of the Study

This study is limited to a small sample size of 30 respondents, which may not

fully represent the broader population. Additionally, the study primarily

relies on self-reported data, which may be influenced by personal biases.

Future research could include a larger sample size and more in-depth

qualitative data collection.

Conclusion

The study found that poor time management is the primary cause of tardiness

among respondents, followed by transportation issues, family situations, and

lack of motivation. The majority of respondents reported feeling embarrassed

when late, with tardiness leading to increased stress, missed important issues,

and negative feedback from teachers. Various disciplinary measures were

reported, including written warnings, verbal warnings, and fines. Overall, the

majority of respondents acknowledge tardiness as an issue that needs to be

addressed.

Recommendations

Based on the findings, the following recommendations are suggested:

1. Time Management Training: Schools should provide workshops or

training sessions on time management to help students develop better

habits.
 2. Improved Transportation Planning: Students should be encouraged to

plan their transportation better, and institutions may consider

coordinating with local transportation providers for better scheduling.

3. Support Systems: Schools should offer counseling or motivational

programs to assist students who struggle with tardiness due to family

issues or lack of motivation.

4. Clearer Disciplinary Guidelines: Establishing well-defined and consistent

disciplinary measures can help reinforce the importance of punctuality.

5. Encouraging Positive Reinforcement: Instead of only imposing penalties,

rewarding punctuality with incentives can encourage better attendance

habits.

By implementing these recommendations, institutions can help reduce tardiness

and its negative impacts on students' academic and personal growth.

References

Ramos, J. A. M. ., Nisperos, . C. R. ., Macagba, T. A. S. ., Chan, J. M. ., Amogues, A.

., Ngay Jr., M. L. ., … Esperon, M. M. (2023). Tardiness among Junior High School

Students. Ascendens Asia Singapore – Union Christian College Philippines Journal

of Multidisciplinary Research Abstracts, 5(1), 103. Retrieved from

https://ojs.aaresearchindex.com/index.php/aasguccphjmra/article/view/12589