RELATIONSHIP OF TARDINESS IN ACADEMIC PERFORMANCE OF

GRADE 12 SENIOR HIGH SCHOOL STUDENTS IN PHINMA ARAULLO

UNIVERSITY

An Undergraduate Thesis

Presented to the Faculty of

Senior High School

ARAULLO UNIVERSITY

Cabanatuan City

In Partial Fulfillment

for the Requirements of the Subject

Practical Research

BY:

Calma, Earl Anjelo L.

De Umania, Ezekiel S.

Jamlig, John Roger E.

Lumba, Gerald A.

March 2019
 APPROVAL SHEET

RELATIONSHIP OF TARDINESS IN ACADEMIC PERFORMANCE OF

GRADE 12 SENIOR HIGH SCHOOL STUDENTS IN PHINMA ARAULLO

UNIVERSITY

RESEARCHERS

Calma, Earl Anjelo L.

De Umania, Ezekiel S.
Jamlig, John Roger E.
Lumba, Gerald A.

Elmer P. Cuevas Jaycris Agnes

RESEARCH TEACHER PROGRAM HEAD

Miraflor D. Roxas
SHS DEAN

2
3
ACKNOWLEDGEMENT

We would like to take this opportunity to express

our gratitude and deepest regard to everyone who played a

role in our research study.

The researchers would like to look back carrying

their deepest appreciation and gratitude to our Almighty

God who gave them passion, strengths, knowledge and

confidence to finish their research.

The researchers would like to pay gratitude to

Mr. Elmer P. Cuevas for making this research possible,

supervising and giving them full support.

The completion of the undertaking could not

have been possible without the participation of many

people whose name may not all be enumerated their

contributions, the researchers sincerely appreciated and

gratefully acknowledge.

4
 DEDICATION

The researchers dedicate this research to the

future researcher in order for them to have a basis.

The researchers dedicate this research to the

Phinma-Araullo University so that they can be aware of

the possible issues relating to our research.

The reasearches dedicate this research for

those students whose experiencing tardiness.

The reasearchers also dedicate this to their

loving parents who support them the most in financial,

emotional and in their knowledge.

5
ABSTRACT

The study focuses on the Relationship of tardiness

in academic performance on grade 12 students.

The research identifies the most common problem

experiencing of the grade 12 students in Phinma-Araullo

University in terms of tardiness

This study enables them to know if the tardiness

really is a major problem affecting the academic

performance of the respondents of this research.

The study focuses on the “RELATIONSHIP OF TARDINESS

IN ACADEMIC PERFORMANCE OF GRADE 12 SENIOR HIGH SCHOOL

STUDENTS IN PHINMA ARAULLO UNIVERSITY”

6
 TABLE OF CONTENTS

PRELIMINARIES

Title Page . . . . . . . . . . . . . . . . . I

Approval Sheet . . . . . . . . . . . . . . . II

Acknowledgement . . . . . . . . . . . . . . III

Dedication . . . . . . . . . . . . . . . . IV

Abstract . . . . . . . . . . . . . . . . . . V

Table of Contents . . . . . . . . . . . . . VI

CHAPTER

I. INTRODUCTION . . . . . . . . . . . . . . 3

Review of Related Literature . . . . . . . . 5

Conceptual Framework . . . . . . . . . . . . 10
Paradigm of the Study . . . . . . . . . . . 11
Hypotheses . . . . . . . . . . . . . . . . . 12
Statement of The Problem . . . . . . . . . . 12
Definition of Terms . . . . . . . . . . . . 13
Significance of The Study . . . . . . . . . 13
Scope and Delimitation . . . . . . . . . . . 15

II. RESEARCH METHODOLOGY . . . . . . . . . . 16

Research Design . . . . . . . . . . . . . . . 16
Participants . . . . . . . . . . . . . . . . 16
Material and Instruments . . . . . . . . . . 17
Data Collection . . . . . . . . . . . . . . . 18

III. PRESENTATION, ANALYSIS AND

7
 INTERPRETATION OF DATA . . . . . . . . . 18-27

Chapter I

The Problem and Review of Related Literature

Introduction

Class or school tardiness is the problem of the students

affecting their curriculum or academic performances.

Arriving late during the class hours is one of the

instances of being tardy. Nowadays, tardiness is

considered as one of the main reasons why the academic

performance of the students is getting lower than the

expected grades. Tardiness in both the home and school

environment can make an individual student lessen his/her

progression in their daily activities. When tardiness

occurs in school, the students learning ability will not

be working properly and/or they will not be able to do

their activities in time, also when it happens in their

house it will be disturbing to some parents for the

reason that their child is not acting like the normal

behaviour of a normal child. Tardiness happens when the

student is stressed and tired because of the continuous

task given by their teacher or instructor and what’s

worst is they need to do it in just a short period of

time. These are excused tardiness that we can consider

8
like illness, medical, dental or other appointments that

school can’t provide, family emergency or event like

funeral or birth and a prearranged absence or tardy which

the principal approved in advance. The most affected of

being tardy is the students who didn’t know how to handle

proper time management. Tardiness can happen everyday and

in every mood because sometimes it is practiced as a

habit by some students and it is no good for them. When

students come to class late, it can interrupt the

discussion, distract other students, slow learning and

guilt. Lateness can become chronic and spread to class.

There are some reasons why students are late such as

improper time management, lack of motivation by the

parents and some teachers and students who live from long

distance to school.

9
 Review of Related Literature

Definition of Class Tardiness

Most of the sources define “tardiness” with similar

concepts. According to Oxford Advanced Learner’s

Dictionary (2010), Literally, the term “tardiness”

implies a situation where an individual is experiencing

late in happening or arriving. Breeze et al. (2010)

further suggest that the term "tardiness" is synonymous

with a word “lateness” (as cited in Napkodia & Daflaghor,

2011), which implies arriving after the expected,

arranged or in usual time (Oxford Advanced Learner’s

Dictionary, 2010). Besides, Free Dictionary (2008)

defines tardiness as coming, occurring or remaining after

correct, usual or expected time (as cited in Malik,

Ladhani & Madhani).

Hence, the term “class tardiness” has been viewed as

students coming late, not attending lecture in time,

skipped the entire lesson/s0, missing out initial time

from the first period and primarily not being present in

the time set (Malik et al.). Similar definition is given

10
by Weade (2010) that is being late for any measurable

length of time past the scheduled start time for school.

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 identify in the school

setting include goes exhibiting signs of alcohol

consumption, drug abuse, or anti-social behaviour .this

student need assistant to overcome their problems and to

achieve in school. When counselling in the school setting

is not sufficient, this students need to be referred to

appropriate services in the community. For some high

school students the immediate earnings from employment

seems more significant than staying in school. This

student need courses in vocational education and

assistance to help them developed positive attitudes

toward education, perceive alternative to dropping out,

and realize the worth of long term goals. Family

situations, such as cultural differences between values

taught, at home and school, separation, divorce, or out.

School personal need to be determine causes of tardiness,

absenteeism and dropping out and to provide necessary

remediation ( Ediger ,Marlow 2009)

11
 Insight and Perceptiveness on Class Tardiness

Few of the researchers directly enquire some respondents

regarding the tardiness of students such as teachers,

administrative, parents and students. According to Damico

et al. (2009) stated that one of the students’

‟perceptions on their tardiness is the overcrowded hall

due to the population of students (as cited in Weade,

2011). On the other hand, Moore‟s (2010) research on the

perception of students on class tardiness is found to be

the same in which the administrators and students

expressed the same opinion. They agree that crowded hall

is the one of the causes of tardiness (Moore). The

inconsistency of the tardy policy caused students to feel

that they are treated without fairness as a lot of

teachers did not follow the tardy policy consistently

(Moore, 2010; Weade, 2008). According to Woog (2012)

reported that students will not comply with the policy

when teachers makes their own policy of compulsory

attendance which does not work in a consistent way (as

cited in Docstoc.com, n.d)

12
 Consideration of School or Class Tardy

According to JARL et al. (2017) It is important for all

stake holders in education to consider students late

coming to school as a major variable or factor for the

success of quality education. Late coming to school by

students could be as a result in a factor, thus teachers

and school administrators ought to work hard with the view to

reducing the problem (Nelle, 2016-2017). Punctuality of a child

to school could change him to become a better individual who

uses his time judiciously in future career. More commitment on

the side of the students to education is needed to better

their academic performance.

Factors affecting Punctuality

Reasons for being late in class and other factors

affecting the punctuality if a student vary. There had

been some theories that pointed out that tardiness is

caused by the personality of a person. Santillano (2010)

stated that psychological theorists considered some

“personality traits, including low self-esteem and

anxiety” as triggering factors of tardiness (para 2). She

also mentioned that while some theorists considered

tardiness as an “inborn quality” since our being early or

13
late is “partially biologically determined”, which she

also agreed, other experts also believed that some people

are “chronically tardy” for the reason that they

consciously and unconsciously get good things from it

(para 3).

In the book cited by Santillano, “Never be late again: 7

cures for the punctually challenged”, the author Diana

DeLonzor suggested that some personality traits could

most likely lead to a person being often late. Some of

the traits included were “struggling with self-control”,

“feeling nervous or uncomfortable with social situations”

and “getting distracted easily” (para 4). Santillano also

discussed about the study conducted by DeLonzor at San

Francisco State University in 1997 in which she surveyed

225 respondents about their habits that makes them late

from their appointments. It was also a test on the

personalities of the respondents that affect their

habits. According to the results of DeLonzor’s study,

those respondents that were often tardy apt to be anxious

and gets distracted easily.

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 Effects of Tardiness

Tardiness among students has its own negative

repercussions. Nakpodia and Dafiaghor (2011) emphasized

that lateness or tardiness is not just the problem of the

late student but it affects the surrounding people. A

student coming late in class distracts the rest of the

students and disrupts the flow of the teacher’s

discussion. It is even a burden to the student/s whom the

late students ask for what to catch up with. The rest of

the effects given by Nakpodia and Dafiaghor are about the

welfare of the whole school, its productivity and

revenue. Knowing the possible effects of lateness or

tardiness, it is necessary for solutions to be executed.

Studies have revealed that those students with “perfect

or near-perfect attendance” have good grades compared to

those students who misses classes often and late-comers

(Cowan Avenue Elementary School Community, 2008, para 3).

Moreover, as mentioned by Zeiger (2010), the results from

the survey report conducted by teachers show that

students with high tardiness rates have “higher rates of

suspension and other disciplinary measures” (National

Center for Education Statistics Indicators of School

15
Crime and Safety [NCESISCS] (2008). It also causes the

students to have behavioural problems and to drop out.

Lastly, Zeiger (2010) stated that “Students who are

frequently tardy to school are also more apt to be fired

from a job for showing up late” (para 5).

Conceptual Framework

Tardiness is a problem that a lot of people experience.

This usually roots to what was experienced when adults

were still students. Tardiness may also be triggered by

certain reasons.

Students’ Cause of
Profile Tardiness

Lack of time
Age in getting
Sex ready for
Strand school

Lack of
interest in
school

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 Figure 1

Paradigm of the Study

Hypotheses

The following statistical hypotheses will be tested at

0.05 level of significance.

1. There is no significant relationship between tardiness

and profile of the respondents.

2. There is no significant relationship between tardiness

and academic performance.

Statement of the Problems

The study intended to identify the factors that cause

tardiness. Specifically the study sought the following

problems:

1. What are the students’ profile in terms of:

1.1 age;

1.2 gender;

1.3 strand

2 How may the tardiness described in terms of:

2.1 Lack of time in getting ready for school

17
 2.2 Lack of interest in school

3. Is there a significant relationship between the

profile of the respondents and the tardiness?

4. Is there a significant relationship between the

academic performance of the students and the tardiness?

Definition of Terms

The following terms are defined operationally:

1. Tardiness- it is a bad habit done by the students or

slow action and lateness.

2. Academic Performance- The rank of the students

and/or you may missed the lesson that will tackled

on that day for the reason that you are late.

3. Students- the respondents of the study

Significance of the Study

18
The result of the study can benefit the following:

To the Students

They will be able to know how the tardiness affects

the life of being a student and they can also apply it to

themselves as a basis.

To the Teachers

The research we conducted can help them to know if

their students are being tardy. It will give them an idea

to encourage their students to have a passion to study.

To the Parents

They can help their children based on the study we

have done. If they know why their child is being tardy

the parents should also need to know how to resolve it or

how to motivate his/her child to not to be tardy. The

benefit of the study is to make them realize how their

child suffers from tardiness.

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To the School

The study will help the school to be more aware in

school or class tardiness that happens specifically in

school and to have a thought on how they can avoid it.

They must need to provide more tardiness policies so that

the students tardy behaviour will be lessen. The study

will focus in tardiness. Tardiness is one of the major

reasons why the students are getting unproductive in

his/her daily tasks.

Scope and Limitation

The study will be limited to 184 Senior High School

Students who were studying grade 12 in Araullo University

in Cabanatuan City during the School Year: 2018-2019

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 CHAPTER II

Research Methodology

Research design

The research design in the study will be descriptive

method. Our general procedure of describing had the

purpose of description of the students’ academic

performance that might have affected by being tardy.

Participants

The participants of the study were the senior high school

students of Phinma-Araullo University South Cabanatuan

City. Stratified sampling was used in the selection of

sample. Table 1 presents the participant of the study.

Table I

Participant of the study

21
 School N

Phinma-Araullo University 340

Material and Instruments

The research used questionnaires as the primary source of

information. The first part of the instruments determined

the profile of the students in terms of attitude of being

tardy of the students. The second part identified the

various problems of the students of being tardy in terms

of the following:

 Traffic

 Lack of Sleep

 Lack of Motivation

 School Pressure

Data Collection

Permission to conduct the study will be obtained to the

officer in charge in Phinma-Araullo University (South)

the researcher personally administer the questionnaires

22
to ensure the cooperation of the respondent and that

directions are properly discussed interviews and

observation, were also utilized to validate the finding

of the study.

Data Analysis

The data gathered in this study were subjected to

the following statistical treatments:

1. The Profile of the respondents in terms of age, sex and

strand will be analysed using frequency and percentage

distribution

2. To describe the incidence of the relationship of

tardiness in academic performance of the respondents

weighted mean will be employed. In order to calculate the

weighted mean, the following arbitrary scales were

applied;

1.00-1.79 – Strongly Disagree

1.80-2.59 – Disagree

2.60-3.39 – Agree

4.20-5.00 – Strongly Agree

23
 3. To establish the correlation between relationships of

tardiness in academic performance of the respondents,

Spearman’s Rho for correlations analysis will be applied;

4. To establish the correlation between the relationship

of tardiness in academic performance of the respondents,

Pearson product moment correlation coefficient will be

utilized.

1. PERCENTAGE.

This was utilized to answer the first and second

problems which are: “How may the profile of the

respondents may be describe in terms of: (a) Age (b) Sex

(c) Strand?”

Percentage of respondents’ answer was computed from one

variable to another. The result of the computation gave

the data regarding the profile of the respondents in

Phinma-Araullo University (South Campus)

The following formula for percentage was used:

Where:

P = percentage

f = frequency

24
 CHAPTER III
Presentation, Analysis and Interpretation of Data

Table 1
Age of the Respondents
Age Frequency Percentage
16-17 119 64.67%
18 and above 65 35.33%
total 184 100%

Age of the Respondents

Table 1 presents the distribution of the 184 respondents
according to their age. Based on the analysis of data, 0
or 05 of the respondents age was ranging from 13-15 years
old, 184 or 100% of the respondents age was ranging from
16-18 years old, and 0 or 0% of the respondents age from
19 years old and above. This showed that the greater
number of respondents’ age was ranging only from 16-18
years old.
Table 2
Gender of the Respondents
Gender Frequency Percentage
Male 63 34.24%
Female 121 65.76%
Total 184 100%

Gender of the Respondents

Table 2 presents the distribution of the 184 respondents
according to their gender. Based on the analysis of data,
63 or 34.24% of the respondents were male, followed by
female with 121 or 65.76% of population. This showed that
the greater number sample populations’ gender was female.

Table 3
Strand and section of the Respondents
Strand and section Frequency Percentage
12ABM-1S 24 13%
12 ABM-2S AND 24 13%
12ABMHT-1S
12GAS-1S 24 13%
12GAS-2S 23 12.5%
12GASCRIM-1S AND 23 12.5%
12HUMSS-1S
12GASEDUC-1S AND 23 12.55
12GASIT-1S

25
12STEM-1S 20 11%
12TVLIT-1S AND 23 12.5%
12TVLHT-1S
TOTAL 184 100%

Strand and Section of the Respondents

Table 3 presents the distribution of the 184 respondents
according to their strand and section. Based on the
analysis of data, Three 24 or 13% of the respondents were
from sections 12ABM-1S, 12ABM-2S & 12ABMHT-2S, and
12GAS-1S, 39% in total four 23 or 12.5% of the
respondents were from sections 12GAS-2S, 12GASCRIM-1S &
12HUMSS-1S, 12GASEDUC-1S & 12GASIT-1S AND 12TVL-1S &
12TVLHT-1S. 20 or 11% of respondents were from 12STEM-1S.
TABLE 4
DISTRIBUTION OF RESPONSES
NO. 4 3 2 1` TOTAL
Q1 63 73 45 3 184
Q2 33 61 73 17 184
Q3 34 71 55 24 184
Q4 23 80 71 10 184
Q5 46 50 60 28 184
Q6 20 57 80 27 184
Q7 26 57 41 60 184
Q8 22 53 82 27 184
Q9 23 64 72 25 184
Q10 17 45 62 60 184
Q11 35 48 52 49 184
Q12 18 40 83 43 184
Q13 25 58 60 41 184
Q14 21 56 48 59 184
Q15 21 36 69 58 184
Q16 49 85 46 24 184
Q17 19 46 77 42 184
Q18 18 43 66 57 184
Q19 31 49 67 37 184
Q20 18 44 69 53 184
Q21 62 83 27 12 184
Q22 26 45 57 56 184
Q23 29 74 59 22 184
Q24 51 64 58 11 184
Q25 23 48 62 51 184
Q26 54 78 43 9 184
Q27 34 81 61 8 184
Q28 34 79 54 17 184
Q29 26 67 67 24 184

26
Q30 25 47 69 43 184
Q31 54 85 40 5 184
Q32 49 90 40 5 184
Q33 33 60 76 15 184
Q34 27 95 46 16 184
Q35 46 67 54 70 184
Q36 29 80 60 15 184
Q37 16 51 74 43 184
Q38 17 65 77 25 184
Q39 26 61 76 22 184
Q40 34 32 65 53 184

DISTRIBUTION OF THE RESPONSES

Table 4 presents the distribution of the respondents’
responses per variable

Table 5
Weighted mean
Relationship of Tardiness

STATEMENT WEIGHTED VERBAL

MEAN INTERPRETATION
Lack of time
1 I live far away from school. 3.07 Agree
2 I can’t do multitasking 2.60 Agree
because I’m always tardy.
3 I came to class late because 2.63 Agree
of the heavy traffic.
4 I didn’t do proper time 2.65 Agree
management.
5 I can’t wake up early in the 2.62 Agree
morning because I’m awake at
night.
Over all weighted mean 2.71 Agree
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 6
Lack of interest.
1 I don’t like the subject because I 2.38 Disagree
don’t understand it.
2 I prefer not to attend class 2.27 Disagree
because my wish.
3 The subjects are so difficult for 2.38 Disagree

27
 me.
4 The teacher’s performance is not 2.46 Disagree
satisfying.
5 I am not attending my classes 2.10 Disagree
because my subject is so boring.
Over all weighted mean 2.32 Disagree
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 7
Lack of motivation
1 My parents told me that I don’t 2.11 Disagree
have better future because I’m
always tardy.
2 My classmate bullying me because 2.18 Disagree
I’m always late.
3 My relationship to my teacher is 2.36 Disagree
unsatisfying.
4 I don’t trust myself. 2.21 Disagree
5 I was encouraged by my friends to 2.11 Disagree
skip my classes
Over all weighted mean 2.19 Disagree
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 8
School pressure
1 Simultaneous project that can made 2.65 Agree
me stressed.
2 I felt embarrassed when I come to 2.23 Disagree
my classes with my classmates.
3 I prefer not to attend my classes 2.12 Disagree
because my teacher will only shout
at me because I am late.
4 I prefer not to attend my classes 2.40 Disagree
because of financial problem in
school.
5 I prefer not to attend my classes 2.15 Disagree
because I am introvert.
Over all weighted mean

28
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 9
Academic Performance
Grades
1 My grades are above 75% because I 3.21 Agree
am always attending my classes.
2 My grades are below 75% because I 2.22 Disagree
am always absent in my classes.
3 I always got perfect score because 2.60 Agree
I prefer to look back at my
activities daily.
4 I have no line of seven because I 2.84 Agree
was encouraged by my parents to
study.
5 I always failed my activities 2.23 Disagree
because I don’t have all the
activities because I am always
absent in my classes.
Over all weighted mean 2.62 Disagree
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 10
Knowledge
1 I know the entire lesson that has 2.96 Agree
discussed because I am present in
my classes every day.
2 I can answer easily if the 2.77 Agree
instructor asks me because I know
our entire lesson.
3 I can finish my activities without 2.71 Agree
the help of my instructor because
I am self-taught.
4 I am always a part of school honor 2.52 Agree
students because I know how to
manage my time for school and for
friends.
5 I am the 1st honor of the class 2.29 Disagree

29
 because I have a lot of time to
study.
Over all weighted mean 2.65 Agree
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)
Table 11
Skills
1 I am always active in my school 3.02 Agree
performance because I don’t feel
to be tardy.
2 I used to join schools activities 2.99 Agree
to get incentives from my teacher
in my subjects.
3 I am good at almost everything 2.60 Agree
that is why I was awarded as the
most outstanding student in my
school.
4 I can create a project 2.72 Agree
individually that is intended to
be done as a group.
5 I can finish my activities on time 3.07 Agree
because I am not tardy.
Over all weighted mean 2.88 Agree
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 12
Motivation
1 I often get bored at my subjects 2.67 Agree
because we don’t have anything to do.
2 I am always late because I used to play 2.21 Disagree
online games before I prepared for
school.
3 I am always late because I don’t have 2.40 Disagree
enough time to finish my daily
household chores.
4 Attending classes for me was a 2.49 Disagree
disincentive.
5 I prefer not to attend my classes 2.26 Disagree
because I just don’t want to
Over all weighted mean 2.41 Disagree

30
Legend: Strongly Agree (3.25-4.00) Agree (2.50-
3.24)
Disagree (1.75-2.49) Strongly Disagree
(1.00-1.74)

Table 13
Profile of Respondents, Relationship of Tardiness in
Academic Performance
AGE 4 3 2 1 TOTAL
16-17 43(40.74) 25(25.87) 28(27.81) 23(24.58 119
18 and 20(22.26) 15(14.13) 15(15.19) 15(13.42) 65
above
TOTAL 63 40 43 38 184

Chi-Square (x2)= Σ(fo-fe)□2/fe

(x2)=0.729

Degree of Freedom (df)= (2-1)(4-1)

(df)= (1)(3)
(df)= 3

Critical Value (cv) 0.05= 7.815

0.729 < 7.815 = Accept

Null Hypothesis: There is significant relationship

between profile of respondents, relationship of tardiness

in academic performance.

Table 13 shows the relationship of tardiness between age

of respondents, and to their academic performance. The

computed chi-square which was (0.729) lower than the

critical value (7.815) at 0.05% level of significance.

This means that there was a significant relationship

between the profile of respondents, relationship of

tardiness in academic performance

31
 Table 14
GENDER 4 3 2 1 TOTAL
MALE 15(16.78) 17(15.75) 18(17.20) 13(13.35) 63
FEMALE 34(32.22) 29(30.25) 32(32.88) 26(25.65) 121
TOTAL 49 46 50 39 184

Chi-Square (x2)= Σ(fo-fe)□2/fe

(x2)= 0.513

Degree of Freedom (df)= (2-1)(4-1)

(df)= (1)(3)
(df)= 3

Critical Value (cv) 0.05= 7.815

0.513 < 7.815 = Accept

Null Hypothesis: There is significant relationship

between profile of respondents, relationship of tardiness

in academic performance.

Table 14 shows the relationship of tardiness between

gender of respondents, and to their academic performance.

The computed chi- square which was (0.513) lower than the

critical value (7.815) at 0.05% level of significance.

This means that there was a significant relationship

between the profile of respondents, relationship of

tardiness in academic performance.

32
 CHAPTER IV

Summary of findings

1. Profile of the respondents

AGE

Out of one hundred eighty four (184) respondents

64.67% of them were 16-17 years old and 35.33 of them
were 18 and above.

SEX

The respondents of the study were 65.76% or 121

females and 34.24% or 63 males

STRAND

Out of one hundred eighty four (184) respondents

There were 50.55% or 93 students of GAS Strand, 26% or 48
students of ABM Strand, 12.5% or 23 students of TVL
Strand, 11% or 20 students of Stem Strand and 0% or none
of them were on HUMSS Strand.

2. Academic Performance

GRADES
The overall weighted mean is 2.62 this results means
that the grades is a major factor of tardiness.

KNOWLEDGE
The overall weighted mean is 2.65 this results means
that the knowledge is a major factor of tardiness.

SKILLS
The overall weighted mean is 2.88 this results means
that the skills is a major factor of tardiness.

MOTIVATION
The overall weighted mean is 2.41 this results means
that the motivation is not a major factor of tardiness.
 Conclusions and Recommendations

Conclusion

1. The chronically tardy and non-tardy grade 12 students of

Phinma-Araullo University cannot manage their time

properly based on the questionnaire we provide.

2. The students are not well motivated in their studies

because of the influence of the other people.

3. The students prefer not to attend their classes because

of the financial problem.

4. Some of the teacher’s relationships to their students are

not sensible.

Recommendations

1. The Researchers recommend that the future grade 12

students should have enough time for school.

2. We recommend to the parents that they should motivate and

help their children in their school works.

2
3. The Researchers recommend that the students should

enhance their skills.

3
 Bibliography

Resources

INTRODUCTION

https://www.oxfordlearnersdictionaries.com/us/definition/
english/tardiness

https://sites.google.com/sites/bilocuraandguia/notes/topi
clatenessitscauseseffectsandsolution

REVIEW OF THE RELATED LITERATURE

https://www.academia.edu/29467303/Class_Tardiness-
_Complete_Research_Proposal.docx

Lateness of the Students / Santillano & DeLonzor, 2010

https://sites.google.com/sites/bilocuraandguia/notes/late
againwhysomepeoplearealwayslate

Tardiness study / Zeiger (2010),

https://files.eric.ed.gov

Class Tardiness research / Napkodia & Daflaghor, 2011

https://coursehero.com/file/p124qleo/Nakpodia-and-
Dafiaghor-also-emphasize-that-lateness-or-tardiness-is-
not-just-/

https://sites.google.com/site/bilocuraandguia/notes/page

https://www.drive.google.com/173017396-Class-Tardiness-
docx.pdf

https://www.drive.google.com/attendance-tardiness-policy

4
 APPENDIX A

Letter to the Respondents

Dear Respondent/s:
You have been selected to participate in a study,
entitled: “RELATIONSHIP OF TARDINESS AND ACADEMIC
PERFORMANCE OF GRADE 12 SENIOR HIGH SCHOOL STUDENTS IN
PHINMA ARAULLO UNIVERSITY”

A questionnaire will be administered to obtain the

necessary information for this study. It is very
important that you answer the questionnaire honestly in
order to have a good representation of the data. Your
responses will be held in the strictest confidentiality.
Your collaboration is extremely appreciated and we wish
each of you success in your life.

Thank you very much and God Bless,

Sincerely,
EARL ANJELO L. CALMA
JOHN ROGER JAMLIG
GERALD LUMBA
EZEKIEL DE UMANIA

Noted:
Elmer M. Cuevas
-RESEARCH ADVISER-

5
 APPENDIX B

QUESTIONNAIRE FOR THE RESPONDENTS

RELATIONSHIP OF TARDINESS IN ACADEMIC PERFORMANCE OF GRADE

12 SENIOR HIGH SCHOOL STUDENTS IN PHINMA ARAULLO UNIVERSITY

1.0 Students ‘ Profile

Name (optional ) _______________________________________________________

Age: _____13-15 Sex: _____Male

_____16-18 _____Female
_____19 and above

Strand: _____ STEM (Science, Technology, Engineering, Math)

_____GAS (General Academic Strand)
_____ HUMSS (Humanities and Social Sciences)
_____ TVL (Technical Vocational Livelihood)

Direction: Put a check (√) on the columns below (1 to 5)

2.0 Relationship Of Tardiness

4-Strongly Agree

3-Agree

2-Disagree

1-Strongly Disagree

6
 Lack Of Time 4 3 2 1
1. I live far away from school.
2. I can’t do multitasking because I’m always tardy.
3. I came to class late because of the heavy traffic.
4. I didn’t do proper time management.
5. I can’t wake up early in the morning because I’m awake at night.
Lack Of Interest 4 3 2 1
1. I don’t like the subject because I don’t understand it.
2. I prefer not to attend class because my wish.
3. The subjects are so difficult for me. .
4. The teacher’s performance is not satisfying.
5. I am not attending my classes because my subject is so boring.
Lack Of Motivation 4 3 2 1
1. My parents told me that I don’t have better future because I’m
always tardy.
2 My classmate bullying me because I’m always late.
3. My relationship to my teacher is unsatisfying.
4. I don’t trust myself.
5. I was encouraged by my friends to skip my classes.
School Pressure 4 3 2 1
1. Simultaneous Project that can me to stress.
2. I felt embarrassed when I come to my classes with my classmate.
3. I prefer not to attend my classes because my teacher will only
shout at me because I’m late.
4. I prefer not to attend my classes because of financial problem in
school.
5. I prefer not to attend my classes because I am introvert.

3.0 Academic Performance

Grades 4 3 2 1
1. My grades are above 75% because I am always attending my
classes.
2. My grades are below 75% because I am always absent in my
classes.
3. I always got perfect score because I prefer to look back at my
activities daily.
4. I have no line of seven because I was encouraged by my parents to
study.
5. I always failed my activities because I don’t have all the activities
because am always absent in my classes.

7
 Knowledge 4 3 2 1
1. I know all the lesson that has been discussed because I am present
in my classes every day.
2. I can answer easily if the instructor ask me because I know all of
our lessons.
3. I can finish my activities without the help of my instructor because
I am self-taught.
4. I am always a part of schools honor students because I know how
to manage my time for school and for friends.
5. I am the 1st honor of the class because I have a lot of time to study.
Skills 4 3 2 1
1. I am always active in my school performance because I don’t feel
to be tardy.
2. I used to join schools activities to get incentives from my teacher
in my subjects.
3. I am good at almost everything that is why I was awarded as the
most outstanding student in my school.
4. I can create a project individually that is intended to be done as a
group.
5. I can finish my activities on time because I am not tardy.
Motivation 4 3 2 1
1. I often get bored at my subjects because we don’t have anything to
do.
2. I am always late because I used to play online games before I
prepared for school.
3. I am always late because I don’t have enough time to finish my
daily house hold chores.
4. Attending classes for me was a disincentive.
5. I prefer not to attend my classes because

8
 CURRICULUM VITAE

NAME: Earl Anjelo L. Calma

PLACE OF BIRTH: Cabanatuan City

DATE OF BIRTH: January 02 2001

ADDRESS: Brgy. Inspector, Sta. Rosa, Nueva Ecija

CIVIL STATUS: Single

PARENTS: FATHER: Alberto Calma

MOTHER: Elizabeth Calma

EDUCATIONAL BACKGROUND

PRIMARY

ELEMENTARY: Sto. Rosario Elementary School

SECONDARY

JUNIOR HIGH SCHOOL: Holy Cross College (2013-2015)

Saint Christopher Montessori School (2015-2017)

SENIOR HIGH SCHOOL: Phinma-Araullo University (2017-2019)

9
 CURRICULUM VITAE

NAME: Ezekiel S. De Umania

PLACE OF BIRTH: Zaragoza Nueva Ecija

DATE OF BIRTH: June 13, 2001

ADDRESS: Purok #3, San Isidro, Zaragoza, Nueva Ecija

CIVIL STATUS: Single

PARENTS: FATHER: Cesar O. De Umania

MOTHER: Anita S. De Umania

EDUCATIONAL BACKGROUND

PRIMARY

ELEMENTARY: San Isidro Elementary School

SECONDARY

JUNIOR HIGH SCHOOL: Zaragoza National High School

(2013-2017)

SENIOR HIGH SCHOOL: Phinma-Araullo University (2017-2019)

10
 CURRICULUM VITAE

NAME: John Roger E. Jamlig

PLACE OF BIRTH: Cabanatuan City

DATE OF BIRTH: September 28, 2000

ADDRESS: Brgy. Tramo Sta. Rosa Nueva Ecija

CIVIL STATUS: Single

PARENTS: FATHER: Roger Jamlig

MOTHER: Olivia E. Jamlig

EDUCATIONAL BACKGROUND

PRIMARY

ELEMENTARY: Rose of Sharon Christian School

SECONDARY

JUNIOR HIGH SCHOOL: Saint Christopher Montessori School

(2013-2017)

SENIOR HIGH SCHOOL: Phinma-Araullo University (2017-2019)

11
 CURRICULUM VITAE

NAME: Gerald A. Lumba

PLACE OF BIRTH: Cabanatuan City

DATE OF BIRTH: August 24, 2000

ADDRESS: #154 Brgy. Mabini Sta. Rosa Nueva Ecija

CIVIL STATUS: Single

PARENTS: FATHER: Juanito T. Lumba

MOTHER: Geny A. Lumba

EDUCATIONAL BACKGROUND

PRIMARY

ELEMENTARY: San Gregorio Elementary School

SECONDARY

JUNIOR HIGH SCHOOL: Saint Christopher Montessori School

(2013-2017)

SENIOR HIGH SCHOOL: Phinma-Araullo University (2017-2019)

12