TARDINESS AND ACADEMIC PERFORMANCE OF HUMSS STRAND

LEARNERS IN NORTHLINK TECHNOLOGICAL COLLEGE

__________________________

A Research Proposal

Presented to

The Faculty of the Senior High School

Northlink Technological College

Panabo City

_______________________

In Partial Fulfilment
of the Requirements for the Subject
Practical Research 2

_______________________

CHARLOTT JANE B. SOLLOSO

DEMI RUSETH B. URAY
BEA B. CATBAGAN
GLYZEL V. VIRAY

October 2019
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TABLE OF CONTENTS

TITLE PAGE i
TABLE OF CONTENTS ii
CHAPTER Page
1 INTRODUCTION
Background of the Study 1
Statement of the Problem 2
Null Hypothesis 3
Theoretical Framework 4
Conceptual Framework 6
Review of Related Literature 7
2 METHODOLOGY
Research Design 12
Research Respondents 12
Sampling Design 13
Research Locale 13
Research Instrument 15
Research Procedure 17
Statistical Task 18
3 PRESENTATION, INTERPRETATION AND ANALYSIS 20
4 CONCLUSION AND RECOMMENDATION 30
REFERENCES 32
RESEARCH INSTRUMENT 35
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CHAPTER 1
INTRODUCTION

Background of the Study

According to J. Kenneth Young and Sandra Harris et al. (2017) from

Lamar University, USA, academic performance is measured by the final grade
earned in the course by the students. Additionally, as stated by Alley John
(2009) PhD Education & Technology, University of California, San Diego the
academic performance refers to what you gain during school, percentage of
education the whole achievement in academic performance with
extracurricular activities. Academic performance is the overall performance of
the learners.

Based on a study conducted by I. Mushtaq and S.N Khan (2012) from

Mohammad Ali Jinnah University Islamabad in Pakistan, school, colleges and
universities have no worth without learners. The social and economic
development of the country is directly linked with learner’s academic
performance. The learners’ performance (academic achievement) plays an
important role in producing the best quality graduates who will become great
leader and manpower for the country thus responsible for the country’s
economic and social development. They measure the learner’s academic
performance through several ways like CGPA (Cumulative Grade Point
Average), GPA (grade point average) and their test result. Most of the
researcher around the world used the GPA to measure the learner’s
performance.

In addition, A. Dullas (2010) states that in Central Luzon State

University, academic performance as one of the facets of learner’s
effectiveness. It is the basis of teacher’s evaluation and grading and a sort
of information on student’s weaknesses and strengths— the basis of
learner’s learning skills in his/her study. Also for Ensoy and Lavega (2013)
from Visayas State University, Leyte, Philippines one of the determinants for a
successful career is academic performance. According to their Test of
 4

relationship between high school and college GPAs (academic performance)

showed a moderate inverse relationship. Their analysis showed a significant
linear relationship between high school (GPA) and college (GPA) at .01 alpha
level of significance. Therefore, students’ academic performance in college
can be determined by their high school GPA.

Also, according to a study by Fullo and Gramor (2017) conducted in

Southern Philippines College in Cagayan de Oro City, Philippines, senior high
school learners tend to come late to class and in result their academic
performance were affected, they often miss classes which affects their class
performance. As defined by Ritchie Bilasa (2016) in Polytechnic University of
the Philippines, academic performance is the outcome of education to which a
student, teacher, institution has achieved their educational goals.

This study intends to determine the levels of tardiness that affect

learners’ academic performance, determine the relationship between
tardiness and learners’ academic performance and identify the factors that
influence time management and punctuality problems among learners in
Northlink Technological College.

Statement of the Research Problem

The main focus of this research is to determine the levels of tardiness

that affect learners’ academic performance, determine the relationship
between tardiness and learners’ academic performance and identify the
factors that influence time management and punctuality problems among
learners in Northlink Technological College.

More specifically, it is directed towards answering the following questions:

1. What is the demographic profile of the learners in terms of:

1.1. age
1.2. gender
1.3. grade &track
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2. What are the levels of tardiness of the learners in terms of:

2.1. Time Management & Punctuality Issues

2.2. Factors in Time Management Problems

3. What is the level of academic performance of the learner?

4. Is there significance between Tardiness and learner’s Academic

Performance?

Null Hypothesis
The null hypotheses were tested at 0.05 level of significance.

1. There is a significant relationship between tardiness and academic

performance?

Theoretical Framework
This study is anchored on Time Management Theory of Maslow
(1943). This theory emphasizes the importance of matching time
management with our other needs. Basically, time management is an
important factor in learners’ academic performance

As stated by Patagan (2012), managing time is very important

especially for those learners who don’t have any idea how to manage their
time in school. Improper using of time might affect their personal life. Time
management for the learners is important skill because as learners they need
to be active indifferent activities in school. Prioritizing tasks will ensure that
you spend your time and energy on those that are truly important. Most
learners are poor about time management because they don’t have an idea
what to do regarding time priorities and responsibilities of being a learner.

Further, according to Gurwitch (2005) from Alabama, USA notes the

tendency to be late for almost every event — class, social and otherwise —
and she believe the root of the problem lies in the factors that affect time
 6

management. According to her survey the desirable time to arrive is just a

little late, which, because of changing norms, is considered actually being on
time. A person may also get tardy because we all experience time differently
(due to traffic and unexpected events). As defined by De Janasz (2006) from
George Mason University in Fairfax, Virginia time management is “the ability
to allocate our time and resources to accomplishing our objectives”.
Furthermore, Mancini (2003) states that time is a finite commodity and its
proper use may lead to increased productivity by a person. A person’s ability
to manage their time is one of the key causes of success or failure in a
person’s life. It is therefore of great importance to properly manage time in
order to ensure higher chances of success in life.

Conceptual Framework

The schematic diagram of the study presented in Figure 1 visually

explains the conceptual background of this study. The variables of the study
are the:

Independent Variable Dependent Variable

TARDINESS

 Time management
and punctuality
ACADEMIC
issues
PERFORMANCE
 Factors in time
management
problems

Figure 1. Conceptual paradigm showing the variables of the study.

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Review of Related Literature

Based on an article by Rebecca Vukovic (2017) a teacher from

Australia, the effects of tardiness among learners are mostly negative, by the
mere nature of arriving late and missing school hours, learners receive fewer
hours of instruction than learners who are in class when the bell sounds. But
not only does a learner who is consistently arriving late to school establish
bad punctuality habits, their tardiness also disrupts the learning of other
learners in their classes.

Tardiness. A study conducted by Gottfried (2012) from Loyola

Marymount University in Los Angeles, California (USA), learners with greater
tardiness performs worse academically. Second, learners whose classmates
are tardy more frequently also have lower test scores. Hence, the
achievement gap widens for learners in classrooms whose peers have higher
rates of tardiness and widens even further for learners who also have greater
individual levels of tardiness.

Literally, according to Oxford Advanced Learner’s Dictionary (2010)

the term “tardiness” implies a situation where an individual is late in
happening or arriving. According to Nakpodia and Dafiaghor (2011) from
Delta State University in Nigeria, “lateness” can be defined as the “situation
where an individual arrives after the proper, scheduled or usual time.

Therefore, according to Malik et al., n.d., (2003) from Indiana

University, U.S. the term “class tardiness” has been viewed as learners
coming late, not attending lecture on time, missing out initial time from the first
period and primarily not being present in the time set. Similar definition is
given by Weade (2004) from University of Wisconsin in the U.S, that tardiness
is being late for any measurable length of time past the stated or scheduled
start time for school.

Additionally, D’Amico et al. (2000) in the United States, stated that one
of the learners’ perceptions on their tardiness is the overcrowded hall due to
 8

the population of learners (as cited in Weade, 2004). On the other hand,
Moore’s (2010) research on the perception of learners on class tardiness is
found to be the same in which the administrators and learners expressed the
same opinion. They agree that crowded hall is the one of the causes of
tardiness. Also, according to Moore (2010) and Weade (2004) the
inconsistency of the tardy policy caused learners to feel that they are treated
without fairness as a lot of teachers did not follow the tardy policy consistently.

Additionally, according to Malik et al. (2003) in the Unites States in

most of the tardiness cases the learners come late to class and therefore
cause interruption to the whole class. From the teachers’ perspective, this
phenomenon causes the progress of the learnerwho comes late to be
incoherent with otherlearners. Malik et al. (2003) further elaborated that quite
a few teachers will tend to ignore them in order to make sure the momentum
of class remain smoothly. Weade (2004) mentioned that class participation
has become a behaviour which linked to school achievement and dropout
rate. In 1963 a background paper stated that irregular attendance and serious
tardiness may be predicted at least five years before the learners are dropped
out.

Furthermore, Sprick and Daniels (2007) in the U.S state that tardiness
is one of the most frustrating problems in classroom nowadays. Some of the
teachers claim that waiting for learner to straggle in the first four to eight
minutes is a waste of time. Moore, 2010 claims that ‘A delay in few minutes
might delay the hope of lifelong’. Therefore, there are a few disadvantages
and consequences of class tardiness among learners which are produces
distraction to the individual and the whole class (Nakpodia & Dafiaghor,
2011), leads to learners’ failure in school (Weade, 2004) and causes stress to
teachers (Moore, 2010).

In addition, Bhamani (2003) and Young (2011), n.d., in Pakistan stated

that learners who are in class on time and behaving well are more likely to be
actively engaged in their studies. In contrary, it can be seen that learners who
are tardy tend to score low grades and produce less GPA during assessments
 9

and finals Weade (2004) also mentions those low-achieving Hispanic high
school learners have the common characteristics of having low attendance
and habitual tardiness.

Another study was conducted by Enamiroro Oghuvbu (2008) in

Nigeria. According to Oghuvbu (2008), female learners are more likely to be
late than male learners because of “their involvement in domestic activities by
their parents” (para 7). The study revealed that the causes of lateness among
the secondary learners in Nigeria were “going late to bed because of watching
films and home movies, resulting into wake up late in the morning, distance to
school and keeping friends who are not learners”. These results went
consistent with the results of Oghuvbu’s reference studies which proves that
tardiness among learners have been a growing problem and that it is caused,
not just because of the learners but also because of the lack of imposing
discipline from the parents.

A study by Nhil (2019) in Gabaldon Vocational Agriculture High School,

Nueva Ecija, Philippines, many Senior High School learners come late at their
class for some reasons, and as a result it affects their class performances and
miss some of their lessons because of this. According to Nhil, tardiness refers
to the habit of being late. A tardy learner shows a lack of responsibility.

According to Chinkee Tan (2014) an author and a businessman time

management in Manila, Philippines states that opportunities were lost
because of tardiness. And it is not only the issue of being late but it is
breaking the trust. You may take time lightly but some people, especially the
professionals treat time as a test of a person’s character. Furthermore,
Lyceum of the Philippines University’s (2014) academic policy states that a
student who comes to class late, that is beyond 15 minutes from the
scheduled start of the class meeting, shall be marked "Tardy". Three (3) tardy
marks are equivalent to one (1) absence.

Based on a study by Paren (2006) conducted in Kidapawan City

National High School, Cotabato, there was an indication that learners had
 10

significantly low academic performance. The study conducted shows that

tardiness greatly affects the academic performance of the learners. It also
shows that the factors affecting time management is significant with the
academic performance of the learners.

Time management and punctuality issues. According to A. M.

Sultana, Siti Nor Millah Binti Rashid (2013) in Malaysia, time management
can be described as someone’s control over time. It can also be considered
as the process in which an individual effectively conducts the tasks and
having control over the time and the content of what he/she does. Time
management can be characterized as habit development through
determination and practice. In western culture, time management is used as a
competitive tool by both individuals and organizations.

As stated in the study of Nakpodia and Dafiaghor (2012) in Delta State,

Nigeria, one of the most factors of lateness when they go to school late is
because of heavy traffic, household chores, vehicle breakdowns and lack of
responsibility are some reasons why learners arrive late to class. Also, one of
the most recurring and most “Frustrating problem” of the school nowadays is
tardiness. If a learner sleeps late at night, she/he forgets that on the next day
she/he needs to be on the school. Parents that untimely tasks and commands
their children are also the reasons that a learner come late to school. The
distance between the learner’s home from school or the school’s location is
also considered as the cause of tardiness. Lack of firm and consistent policy
can also encourage the learners to come late at school since there are no
consequences attached to lateness or tardiness.

According to a study by Caldarella, Christensen, Young & Densley

(2011) in Hammill Institute in Disabilities, the researchers found that learners
who are frequently late to school often miss out on important opening
announcements and academic activities. Teachers can become frustrated as
latelearners disrupt instruction, often requiring re-teaching of what they have
missed. Tardy behavior can also negatively affect the overall classroom
 11

environment. Arriving late to school can also mean that learners 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.

In agreement with the study from Hammill Institute in Disabilities,

Michael Gottfried (2014) in the U.S explores the impact of punctuality issues
oflearners’ behavior on their peers. Gottfried acknowledges that if teachers
respond to the educational needs of latelearners by reallocating regular class
time, then other learners are adversely affected and classroom instruction is
slowed by this disruption. ‘With tardy learners entering the school day at
abnormal times and potentially missing a large number of cumulative
instructional hours, teachers must divert their attention away from regular
teaching time and towards remediation,’ he says. ‘As such, there are negative
effects on achievement generated when onelearner’s actions impede learning
for other classmates.’

As reported by the newspaper namely “The Harian Metro” (2010) in

Malaysia, five girls in Terengganu were expelled from school as a result of
disciplinary problem such lateness of coming to school. From this case, it can
be noted that the issue has not been taken lightly as it involves serious
penalties. However, time management problem among learners is a serious
discipline problem that also should be given attention by teachers and
parents. This problem needs to be addressed in earnest in the effort to reduce
time management as well as punctuality problems among younger
generation. It is necessary as imperfect time management would lead many
problems that may affect learners’ academic performance.

Factors in Time Management Problems. The research by A. M.

Sultana, Siti Nor Millah Binti Rashid (2013),was conducted to examine factors
in time management problems among learners in Sekolah Menengah
Kebangsaan Siong in Malaysia. The results show that time management and
punctuality issues are important issues that often happen among learners in
school. From the findings, it can be said that time management problems
 12

among learners in this school occurred related to the lateness to entering

classroom. Most of respondents agreed that they were late in attending class
because of various reasons. One of the main factors that cause time
management and punctuality problems among learners is their own personal
attitudes and behaviour. The study also showed that personal factor is the
largest contributor to time management problem among learners. Moreover,
time management problem tends to have negative impact onlearner’s
academic achievement. Overall, it can be concluded that parents, teachers
and school administration would play an important role in reducing time
management and punctuality problems in attending classes and assemblies
among learners that contribute to the process of their effective learning.

On the other hand, John Grant (2016) in the U.S stated on his blog,
"Filipino time is the expression used to say it is a cultural thing not to be on
time and not to care”. But he also mentions other aspect of being a Filipino in
chapter 22 of the novel entitled "El Filibusterismo”, the characters watch a
play in a grand theatre. A lady and her husband enter the theatre very late
into the play. Rizal points out here that tardiness by Filipinos was not just a
habit, but a status symbol. He even compared this mindset of tardiness of
Filipinos to being in a mule race — that the latest one “wins” and is
considered most important.

Also, according to Brian Tan (2016) in Manila, Philippines, "When we

label our tardiness as Filipino Time, we simply further perpetuate the crippling
network effects of the habit and its negative brand. This is unfair for the many
Filipinos out there who are punctual, disciplined, and mindful of other people’s
time. As such, the next time you are tardy; don’t blame it on Filipino Time. It’s
time we start admitting our own faults. It’s time we stopped Filipino Time from
being a celebrated part of our culture as Filipinos”. Meaning Filipino time was
not that rare to us. It was simple a part of our culture but it`s our choice to be
tardy, it`s not always about our culture.

According to an article by Vera Mella (n.d) Filipinos in Manila,

Philippines fail to keep up with punctuality is not simply laziness nor
 13

irresponsibility but the boulders of obstacles caused by the heavy traffic and
difficulty in transportation, whether one is a commuter or a motorist—which
make a few-kilometre-distance equivalent to more than an hour of travel.

Also, a study by Bolaṅos et al. (2017) claims that tardiness was the top
minor infraction committed by Junior High School students in Davao
University-Junior High School, Davao, Philippines. The top reasons of
respondents for being tardy in coming to school were going late to bed and
waking up late (65%) and the distance to school (61%). Among the various
reasons why students go to bed late was the fact that more than one-fourth
(27%) of them spent their time when not in school hanging around with
friends. Moreover, more than half (56%) of the respondents went to bed at
10:00 PM.
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CHAPTER 2

METHODOLOGY

This chapter presents the research design, research respondents,

sampling design, research locale, research instrument, research procedure,
statistical task, and ethical consideration to be used in the study.

Research Design

The researcher will use the descriptive-correlation method in this study.

Two sets of questionnaires will be used to collect and interpret the needed
data in order to gather information that provides the necessary answers to the
problems presented. Quantitative research focuses on numbers or quantities.
Quantitative studies have results that are based on numeric analysis and
statistics. Often, these studies have many participants. It is not unusual for
there to be over a thousand people in a quantitative research study. It is ideal
to have a large number of participants because this gives analysis more
statistical power (Abante, et. al, 2014).
The study will be descriptive since it aims to determine the significance
of tardiness and academic performance of HUMSS strand learners of
Northlink Technological College, Inc. It will also be correlation since it
determines the relationship between tardiness and academic performance.

Research Respondents

The respondents of the study will be the HUMSS strand learners in

Northlink Technological College, Inc. There will be a total of respondents who
are in Grade 11 and 12 as HUMSS learners. The distribution of the number of
respondents obtained in each level is as follows: 15 respondents from Grade
11 Set F; 15respondents from Grade 11 Set G; 16 respondents from Grade
11 Set H; 15 respondents from Grade 11 Set I; and 14 respondents from
Grade 12 Set F. There were one hundred sixty-seven (167) total enrolled
 15

learners of HUMSS Department in Northlink Technological College, Inc., and

only seventy-five (75) respondents will be taken as samples.

Sampling Design

All learners from Grade 11 and 12 who are officially enrolled in HUMSS
strand were asked to take time to seriously respond to distributed
questionnaire. Through this process, the researchers will be able to determine
the significant relationship between tardiness and academic success of the
learners.

Research Locale

This study was conducted at Northlink Technological College, Inc.,

National Highway, New Pandan, Panabo City. Northlink Technological
College (formerly, Northlink Technological Institute) came to birth as a
realization of its principal vision and dreams of reaching out to the
constituents in the countryside. It was a simple unified answer of the family to
the call for social responsibility.
Through a concerted effort, NTC became registered on November 27,
2007 at Securities and Exchange Commission (SEC), Manila. This date
marks its founding anniversary celebrated every year. On April 28, 2008, NTC
was formally launched and awarded by TESDA Regional Office its Certificates
of Program Registration for qualifications in Tourism / Hotel and Restaurant
Services (HRS) and Information and Communications Technology (ICT).

NTC is initially located at the 3rd floor of Citylink Place. With the strong
desire to serve the entire academic community better, NTC currently occupies
the entire building providing better services and facilities responding to the
needs of the students, faculty members and administrative staff. In barely
three years of operation, NTC was accredited by TESDA as Competency
Assessment Center in various qualifications, an evidence of NTC’s
determination for excellence in technical education and training. To help the
present learners not only to hone up their potentials and competencies from
 16

their present learning but also to give them the chance to pursue college
education through a ladderized program, NTC has applied for government
permits to CHED to operate two (2) degree programs. Fortunately, CHED
approved NTC to offer Bachelor of Science in Information System (BSIS) and
Bachelor of Science in Tourism Management (BSTM) First Year Levels
effective school year 2012-2013.

Research Instrument

Two survey questionnaires were utilized by the researchers of this

study as a primary data gathering instrument. These are the: Time
Management and punctuality issues and Factors in time management
problems. A discussion of these instruments will be presented on the next
paragraphs. Time management and punctuality issues Questionnaire is
composed of four (4) questions provided with 3 numeric choices. A learneris
required to choose only one from the given numeric choices. While the
Factors in time management problems Questionnaire is composed of seven
(7) questions provided with 4 numeric choices. The provided rating for each
question is as follows: 1 (Never), 2 (Rarely), 3 (Often) and 4 (Always). The
rating average for each categorized factor is computed. The categorized
factor with the highest rating average is the factor that will determine the
relationship between Tardiness and academic success of the learners.

Each statement in the factors of Tardiness questionnaires corresponds

to a numeric scale with the following equivalent:

Numeric Description Meaning

Scale

3.50 – 4.00 Always If the behavior in the item is always

observed.
2.50 – 3.49 Often If the behavior in the item is often
observed.
 17

1.50 – 2.49 Rarely If the behavior in the item is once in a

while/rarely observed.

1.00 – 1.49 Never If the behavior in the item is never or

almost never observed.

Academic Performance

According to Maslin Masrom and Selisa Usat (2015) from Razak

School of Engineering and Advanced Technology, Universiti Teknologi
Malaysia, the academic performance is defined by learners reporting of past
semester CGPA/GPA and their expected GPA for the current semester. The
grade point average or GPA is now used by most of the tertiary institutions as
a convenient summary measure of the academic performance of their
learners. The GPA is a better measurement because it provides a greater
insight into the relative level of performance of individuals and different group
of learners
.
Academic performance means the knowledge and skills that learners
have mastered in a subject or a course. It’s basically a measure of how well
learners have performed in the various assessment items set for them [based
on some educational criteria determined by professional educators. Through
learner’s performance in the assessment items such as essays, tests, viva,
and examination, learners’ performance is determined in ranking as to the
educational standards that they have reached – pass, credit, distinction, high
distinction and so on. These educational standards may be recognized as
satisfying the standards for admission for further studies in institutions
domestically and internationally.

Research Procedure

In the gathering of pertinent data for this study, the researcher will
undergo a process of gathering pertinent data. The researchers gathered
information through the use of internet and other articles. The researchers
 18

conducted surveys through two questionnaires with the Grade 11 and 12

HUMSS strand learners as respondents. Fifteen (15) respondents from Grade
11 Set F; sixteen (15) respondents from Grade 11 Set G; fifteen (16)
respondents from Grade 11 Set H; fifteen (15) respondents from Grade 11
Set I; and fourteen (14) respondents from Grade 12 Set F were chosen
through random sampling. They participated in groups and were asked to
read the given directions for the questionnaires carefully with full
understanding. While the participants are answering the questionnaires, the
surveyor/researcher should be present to entertain any questions and see to it
that the data needed are filled up. The questionnaires were personally
administered by the researchers. The respondents were informed regarding
the data and information provided will be treated with strict confidentiality and
will solely be used for the purpose of the study. Questionnaires will be then
gathered after the respondents finished answering the questions to ensure
100% retrieval.
After the retrieval of data, these will be collated, tabulated and
subjected for statistical treatment for further analysis.

Statistical Task

The data gathered in this study will be tallied, and be subjected to

statistical treatment. The learners of Time Management and punctuality
issues and Factors in time management problems of the HUMSS strand
learners will be analyzed by getting the mean scores. Pearson-r will be used
to determine the significance of the relationship between the three variables of
the study.
 19

CHAPTER 3
PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter is presentation, analysis and interpretation of data

gathered by the researchers. This study aims to determine the levels of
tardiness that affect learners’ academic performance and to identify the
factors that influence time management and punctuality problems among
learners and to study the relationship between tardiness and academic
learner in Northlink Technological College.
Present data were studied and documents were examined to answer
the questions communicated in the statement of the problem. The analytical
procedures are arranged according to the sequence of specific questions.

Table 1 shows the distribution of the respondents according to their

age.

Table 1
Profile of Respondents
Age Frequency Percentage
15-17 58 77.33%
18-20 16 21.33%
21-23 1 1.33%
Total 75 100%

Table 1 shows that there are 58 HUMSS strand learners age 15 to 17

which constitutes 77.33%, 16are aging 18 to 20 which constitutes 21.33%,
and there is 1 respondent aging 21 to 23 which constitutes 1.33% of the total
population, respectively.
 20

Table 2 shows the distribution of the respondents according to their

gender.

Table 2
Profile of Respondents
Year Level Sex Frequency Percentage
Male 8 10.67%
Grade 11 Female 53 70.67%
Male 2 2.67%
Grade 12 Female 12 16%
Total 75 100%

Table 2 shows the population of 75HUMSS strand grade 11 and 12

learners in Northlink Technological College; 8 of the respondents are from
grade 11 male which constitutes10.67% of the total population and 53
respondents are from grade 11 female which constitutes 70.67% of the
total population. There are 2 respondents from grade 12 male which
constitutes 2.67% and 12 respondents are from grade 12 female which
constitutes 16% of the total population.

Table 3 shows the distribution of the respondents according to their

year level

TABLE 3

Profile of Respondents

Year Level Frequency Percentage

Grade 11 61 81.33%
Grade 12 14 18.67%
Total 75 100%

Table 3 shows the population of 75 HUMSS strand grade 11 and 12

learners in Northlink Technological College. 61 of the total population are from
the grade 11 which constitutes 81.33% and 14 of the total population are from
the grade 12 which constitutes 18.67%.
 21

Table 4 shows the levels of tardiness of the respondents according to

their year level.

Table 4

Levels of Tardiness affecting Academic Performance

HUMMS strand
Time Management& x Verbal Interpretation
Punctuality Issues/ Rarely
Factors in Time 1.5
Management
Problems
Time Management & Rarely
Punctuality Issues 1.6
I always come late to Rarely
class. 1.7
I always come late to Rarely
weekly assembly. 1.9
I always come late to Never
enter class after break. 1.2
I always come late for Rarely
outdoor activities 1.6
Factors in Time Never
Management 1.4
Problems
I always come late to Never
class as my friends 1.4
encourage me to do
so.
I always come late to Never
class as the class 1.3
lectures are not
 22

attractive.
I always come late to Rarely
assembly because the 1.6
assembly takes a long
time.
I always come late to Never
class as some 1.2
teachers don’t like me.
I always come late to Rarely
class as I have
difficulty of getting bus. 1.6

I always come late to Never

class as my parents
ignore about time 1.3
management issue at
home.
I always come late to Never
class after break as I 1.4
have inadequate.

Levels of Tardiness rarely affect the academic performance of HUMSS

strand learners (1.5–Rarely). Thus, Time Management & Punctuality Issues
rarely affect the academic performance of HUMSS strand (1.6-rarely) and
Factors in Time Management Problems never affect the academic
performance of HUMSS strand learners (1.4-never).

The levels are verbally interpreted as rarely for that reason the levels
rarely affect the academic performance of the respondents (1.5-Rarely).

In terms of Time Management & Punctuality Issues, most of the

respondents rarely come late to weekly assembly (1.9-Rarely). They rarely
 23

come late to class (1.7-Rarely). And they rarely come late for outdoor
activities (1.6-Rarely).

According to a researcher named A. M. Sultana, Siti Nor Millah Binti

Rashid (2013), there are four types of time management and punctuality
issues such as coming late to class, coming late to weekly assembly, late
entrance into class after the break and coming late to outdoor activities /co-
curriculum. However, it is noted that constant lateness to classes and weekly
assemblies were disruptive to the teaching and learning activities of learners
in school. Time management problems also tend to have negative impact on
learner’s academic performance. Punctuality and time management problems
among students might be occurred when students do not follow school rule
made by school which can be considered as one kind of violation is
associated with school environment. In addition, the friends play an important
role is for student’s lateness to co-curricular activities. In some cases, it might
be considered as the negative influence if they do not choose the right
person. The role of teachers in schools may play an important role in
discipline and time management issues in school that can be noticed during
interview. Punctuality problems among students also can be happen when
teachers do not like them. However, it was also noted that although the
weekly gathering is a compulsory, therefore, it may not be encouraging to
make longer the assembly as students might feel uncomfortable when they
need to stand for longer time. This situation may influence students to violate
disciplinary issues in school.

Table 5 shows the academic performance of the respondents.

Table 5
Academic Performance
Rating Frequency % Description
96 – 100 --- --- Excellent
91 – 95 12 16 Very Good
87 – 90 37 49.33 Good
 24

84 – 86 10 13.33 Above Satisfactory

81 – 83 12 16 Satisfactory
78 – 80 3 4 Fair
75 – 77 1 1.33 Passed
70 – 74 0 0 Conditional
< 70 0 0 Failed

The table above shows that there are 3 students which

constitute5.33% of the total population who are having below satisfactory
grades. These are the students where Time Management & Punctuality
Issues and Factors in Time Management Problems greatly affect their
academic performance.

Table 6 shows the grade 11 HUMSS strand correlation of tardiness

and academic performance. There is no significant relationship among the
tardiness and academic performance of the students as shown using the
SPSS.

Table 6
Tardiness and Academic Performance
R P value Interpretation
Tardiness .358 -.120
Academic .358 -.120 No Significant Relationship
Performance

Table 7 shows the grade 12 HUMSS strand correlation of tardiness

and academic performance.

Table 7
Tardiness and Academic Performance
R P value Interpretation
Tardiness .699 -.114
 25

Academic .699 -.114 No Significant Relationship

Performance

Table 6 & 7 shows that there is no significant relationship in tardiness

and academic performance of Grade 11 and 12 HUMSS strand learners.

In this chapter showed that tardiness has no significant relationship

when it comes to the academic performance of grade 11 and 12 HUMSS
strand learners.
 26

CHAPTER 4
SUMMARY, CONCLUSION, & RECOMMENDATION.

The demographic profile of the students was present in the research

instrument used. The findings show that the respondents are more likely
affected by the time management and punctuality issue than the factors in
time management issues based on the results presented in Table 4 entitled
Levels of Tardiness affecting Academic Performance. Therefore, it should be
considered that other factors exist that may better explain the group
separation, including factors outside the control of the school, we have utilized
a visual inspection of the data to scrutinize the never, rarely, often, always
rate of the research instrument by the occurrences of tardiness. The
inspection of the data revealed that 16% of the respondents have a very good
rating between 91-95, 49.33% between 87-90 of rate, 13.33% between 84-86,
16% between 81-83, 4% got the rate of 78-80 and 1.33% between 75-77
based on the data in Table 5 entitle Academic Performance, the SPSS
software shows that there is no significant relationship among HUMSS strand
learners in relation to the tardiness and academic performance of the
respondents.

The purpose of this study was to examine the significance of tardiness,

as it relates to learner academic performance, as measured by the results of
the descriptive research instrument. Research questions were developed, the
appropriate statistical methods were determined, and finally analyses were
completed with archived data.

Tardiness rarely affects the academic performance of HUMSS strand

learners. The factors that rarely affect the academic performance of HUMSS
strand learners are the Time Management & Punctuality Issues. The
researchers concluded that there is no significant relationship between grade
11 and 12 HUMSS strand learners in terms of tardiness and academic
performance inNorthlink Technological College, the result of the SPSS
software of the respondents is opposite, depending on the year level of the
learners.
 27

Furthermore, multiple sources of literature located during the review of

research for this study that considered the impact of attendance on academic
achievement. According to Chang and Romero (2008), Chang and Leong
(2012), Buehleretet al. (2012), no studies were found that specifically
considered the impact of tardiness on academic achievement.

Also, Protheroe (2005) declared that the administrator has to accept

responsibility for identifying and addressing problem areas that inhibit an
orderly school climate. This is important since the social-behavioral climate of
the school has a direct impact on the academic effectiveness of the school
(Gottfredson, 2001 and McIntosh et al., 2006). Academic performance is
explicitly impacted by 75 school climates (Brand et al., 2003; MacNeil et al.,
2009). Occurrences of tardiness are a part of the school climate. An alteration
to a routine can address a perceived problem and potentially help the school
realize improvement (Enomoto and Conley, 2007).

Recommendation for the people who will be inspired and interested

about the relationship of tardiness and academic performance and for the
future researchers, the following recommendations were made: Even from
conclusion the institution should develop a firm, well-established policy in
handling late learners. Future researchers should improve and try to use
different set, sections or class. The researchers should emphasize and expect
collaboration and teamwork.
 28

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