1

TARDINESS: ITS EFFECTS TO THE ACADEMIC PERFORMANCE OF

THE GRADE 10 STUDENTS OF SJSFI ENROLLED IN S.Y. 2019-2020

A Research Report

Presented to

The Secondary Department

Junior High School

Saint Joseph School Foundation Incorporated

Zamboanga City

In Fulfillment of the Requirements

For the Junior High School

Grade 10 Saint Francis

Indoso, Elton Jacob D.

Linog, Alyana D.

Natividad, Angela-Monique Marris B.

Ngo, Janna Ferine S.

February 21, 2020

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CHAPTER 1
INTRODUCTION

1.1 Background of the Study

Students nowadays have a problem managing their time when going to school. Tardiness

is considered the habit of being late. It is about not attending or not going to school on the

specific or given time. The causes of being late or tardy are mostly the transportation, medical

issues, or simply family problem. Tardiness or lateness is a disorderly behavior. The habit of

being late to school is an unwritten behavior that may be passed on with each student. Tardiness

means someone is being slow to respond or sluggish to act thus not meeting up with assigned or

standard timing (n/a 2013). Tardiness is also one way of saying that a person is lazy or is not

responsible to do things even with going to school early. It is one of the reasons why students

cannot finish works, tasks, and projects in time because of being tardy.

In the Philippines, being late and starting things late has always been part of Filipino

culture. Many Filipinos seems to either practice it or accept it, so much that a term “Filipino

Time” was coined (Tan, 2015). Tardiness is one of the main problems of students, which is why

we conducted a study about tardiness and its effects to the academic performance of Grade 10

Saint Francis of Saint Joseph School Foundation Incorporated. The school’s prefect of discipline

decided to adjust the schedule of the morning assembly to decrease the number of the students

who are late, but they did not expect the outcome of changing the time, in fact the number of the

students who are late increased and also even during class time , where it is also the time where
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the other students arrive in school. That is why we want to know the different reasons on why

things or scenarios like this happen. We conducted this study so that the students can be aware

that being late can affect their performance in school. We also want to know the reasons of being

late for us to help the students. We can inform them about the effects of the study for them to be

able to apply it.

Hence, this study was conceptualized to determine the effects of tardiness to the

academic performance of the grade 10 students of SJSFI enrolled in S.Y. 2019-2020.

1.2 Review of Related Literature and Related Studies

On Tardiness

According to Paul Caldarella et al. (2011) in Decreasing Tardiness in Elementary School

Students Using Teacher-Written Praise Notes, the principals and teachers acknowledge the

student tardiness to be a serious issue. Some people argued with this issue that tardiness of a

student is a widespread problem because of the serious effects of it. They may miss the important

announcements or academic activities, teachers may become frustrated as the late students

disrupt the instructions and requiring them to teach again of what they missed. It can also

negatively affect the overall classroom environment because of the tardy behavior. As noted by

Smith et al. (1996), “exposure to classroom learning is limited by the amount of time of the

students spend there. When students are absent or tardy, they not only forgo their own learning

opportunities, but also may interfere with the learning opportunities of their classmates” (p. 136).

A child who arrives 30 or 60 minutes after classes have begun may miss out on activities
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designed to build connections to other children and transition into the classroom environment

(Chang & Wiener, 2010). Chronically missing such activities could affect not only the students’

academic performance but also their social relationships and, ultimately, their success in school.

Tardiness during the early school years may set a pattern for habits of poor punctuality

that could follow students into their later school years and beyond (Weiner, 2010). For example,

tardiness is often associated with low-achieving secondary school students who use drugs or

alcohol and who fail or drop out of school (Cuellar, 1992; Ligon & Jackson, 1988; Mizell, 1987).

Students who continue their tardy behaviors into their work years may also experience

employment difficulties (e.g., Abernathy, 1989). Punctuality has long been noted as one of the

most important habits a child can learn (Welch & Corrigan, 1927).

Historically, school tardiness policies have consisted of a series of punitive measures

such as office discipline referrals and after-school detention (Newton, 1961). Weiner (2010)

found that 90% of Head Start survey respondents used varying levels of penalty-oriented

interventions to reduce tardiness. Bergman (1978) noted that it is generally not helpful to punish

tardy students once they get to class, because that will probably just aggravate the situation. Such

punitive approaches have apparently not worked well, as evidenced by the widespread student

tardiness problems that continue in various schools across the United States (Chaker, 2005;

Sims, 2008; Wilson, 2004). There appears to be a lack of empirical evidence that punishment for

tardiness yields any positive results.

Most studies addressing tardiness have been conducted in secondary schools. For

example, Wolfson, Spaulding, Dadrow, and Baroni (2007) found that, the earlier a middle
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school’s start time, the greater the number of student tardies. A study by Featherstone, Cundick,

and Jensen (1992) revealed that middle school students from intact two-parent families tended to

have less tardiness and fewer absences than those from reconstituted or single-parent families.

Din, Isack, and Rietveld (2003) found that the use of individual contingency contracts (i.e., with

positive reinforcement) was effective in decreasing student tardiness in high school classrooms.

Active supervision of hallway behavior in high school has also been shown to decrease the

frequency of tardies (Johnson Gros, Lyons, & Griffin, 2008). Johnson (1995) developed a

behavior modification program to decrease the tardy behaviors of 20 middle school students in a

self-contained dropout prevention class. The intervention included (a) a daily time card sign-in;

(b) points awarded for prompt attendance, exchangeable for rewards; and (c) a time-management

workshop. Results demonstrated a change from an average of 15 tardies per week during

baseline to 0 for the last 3 weeks of the intervention. Inkster and McLaughlin (1993) also

successfully implemented a token reinforcement program with computer time as reinforcement

for a significantly tardy middle school student.

Chronic tardiness is one disciplinary problem that can significantly decrease instructional

time at the secondary level. When many students arrive late to instructional periods scheduled

throughout the day, teachers must continually restart class or delay beginning instruction because

it is not practical to begin class on time (Johnson, 1995; Sprick, 2003). Therefore, the poor

punctuality of several students in one class can significantly reduce the minutes of instruction for

all students enrolled in the class (Gettinger & Ball, 2008; Sprick, 2003).

Another factor that could affect the punctuality of a student is the response of the teachers

to tardy students. Sprick and Daniels (2007) stated that the range of the teachers’ response was
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“from ignoring them to sending them to office”. This variation could lead the students to

confusion as to how important it is to be on time in going to class. Individuals are likely to be

more punctual, if they perceive obvious “rule of law” in terms of punctuality (Clackmannanshire

Council Online, 2010). Lack of a firm and consistent policy on punctuality also encourages

students to come late at school since there are no consequences attached to lateness or tardiness.

Another reason is giving the student the impression that they won’t miss anything if they are

late since in some classes, no important activities or instructions and no lessons are being

done for first few minutes.

According to Zeiger (n.d.), students who are frequently tardy have higher rates of

suspension and other disciplinary measures. Thus, tardiness causes students to feel disconnected

with school, leading to behavior problems and dropouts. Zeiger added that when students are

tardy, they negatively impact their teachers and other students. Teachers are often required to

allow tardy students to make up work, which often requires them to restructure their lessons or

re-teach missed material. Tardiness also takes other students' attention away from a teacher's

lesson, leading to more behavior problems and missed instruction. Nakpodia and Dafiaghor

emphasizes 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. Showing up late to class can affect other people losing respect for

you (Fuller, n.d.). The rest of the effects given by Nakpodia and Dafiaghor are about the welfare

of the whole school, its productivity and revenue.

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As mentioned by Fuller, the students who are late to their classes may fall behind in their

classroom activities. For example, if a student misses the first part of the lecture, he may miss the

notes that he or she will need to study for an upcoming exam. Some teachers do not accept late

home works, so they will not permit a student to turn in a homework assignment if he is

tardy. This can resulting an incomplete or failing grade for the work.

Nakpodia and Dafiaghor attribute lateness or tardiness to a lot of causes and factors.

Going late to bed and waking up late the next day are the most common. They also added that

film-watching late at night as a one of the factor of tardiness and tends to forget that there is still

a class the next morning. The distance of student’s house and school location is also considered

by Nakpodia and Defiaghor as a possible cause for tardiness, not because it takes more time to

get to school but according to the authors, the students are susceptible to more distractions and

hindrances along the way. Parent’s untimely tasks and commands are also the reasons that their

daughter or son come to school late. Habitually tardiness can also be learned from the other

members of the family, specially from elder ones. Lacking of consistent and firm policy on being

punctual encourage the students to come late at school.

Many school interventions to improve student performance use tardiness and absences as

indicators of success or failure of the intervention. However, the relationships among tardiness,

absences, and grades and dropping-out or 11 school failure are complex (Saba, n.d.). The

phenomenon of class tardiness in the literature has been viewed as students coming late, not

reaching school on time, missing out initial time from the first period and primarily not being

present in the time set by the school. The educational psychologists draw a great interest to find
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the causes of and solutions to tardiness and worked a lot to get the most accurate findings. They

were more focused on discovering the root causes behind tardiness so that this problem is

addressed appropriately. There are a lot of reasons and factors for the students to show tardiness

in the school, few reasons are directly related to the student that is students are not taking their

breakfast on time, students are de-motivated to come to the school and the young who find it

extremely difficult to get up early in the morning, it feels like the bed is does not want to let go

of you. Whereas a few are not related to the students, but fall on others like family members, van

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

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

On Academic Performance

Student’s academic performance and graduation rates have been the area of interest for

higher education institutions. Investigation of factors related to the academic performance of

university students become a topic of growing interest in higher educational circle. Many recent

studies were carried out to explore factors that affecting university student’s academic

performance. Hanson (2000) reported that Student performance is affected by different factors

such as learning abilities, gender and race. Simmons, et al. (2005) concluded that family income

level, attending full time, receiving grant aid and completing advanced level classes in high

school having statistically significant effects on college persistence among first generation

college students. Garton, et al. (2000) carried out a study with freshmen college students to

evaluate the efficiency of student learning style and other university admission variable in

predicting student academic performance and retention. Act composite score, high school class
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rank, high school core GPA, and learning style were used as predictors. Results showed that core

GPA and Act score were best predictors for predicting academic performance of first year of

college. Mckenzie and Schweitzer (2001) conducted a prospective study to explore the

psychosocial, cognitive, and demographic predictors of academic performance of first year

Australian university students. Results demonstrate that previous academic performance was

identified most significant predictors of university performance. Integration into university, self

efficacy, and employment responsibilities were also predictors of university performance. Hijazi

and Naqvi (2006) conducted a study to find out the factors which affecting college students’

performance.

Reviewed literature indicated that there is an awareness of the importance of the home

environment or family on students academic performance. The home has a great influence on the

students’ psychological, emotional, social and economic state. In the view of Ajila and Olutola

(2007), the state of the home affects the individual since the parents are the first socializing

agents in an individual’s life. It is because the family background and context of a child affect his

reaction to life situations and his level of performance.

Study skills and learning approaches include, for example, time management, using

information resources, taking class notes, communicating with teachers, preparing for and taking

examination, and several other learning strategies. The research shows a significant correlation

between such learning behavior and approaches and academic achievement in higher education

[Soares, et al. (2009)]. Students who create their own study aids are spending time making them,

whereas those who use others’ study aids or not. It may also be that the process of creating study
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aids helps the learner gain more meaningful knowledge through the process of synthesizing

disparate pieces of information into new knowledge, as has been shown with note taking.

1.3 Statement of the Problem

Most of the students have a problem dealing with the number or tardiness that they have

in school. The problem on how to solve issues of their academic performance related to their

tardiness. The desire of having a high grade or even proceeding with a passing grade are what the

students aim to achieve. The main focus of this study is about finding out the relationship

between tardiness and the academic performance of students. Despite the different schedules

given, students cannot find time to go to school early. We should learn how to value our time.

With valuing our time, it will not only benefit ourselves but it will also benefit how we do things.

People may take the tardiness that they have for granted but what is wrong is that they do not see

the real effect of it. They only see it once they start to affect the life and the academic

performance of the students.

Research Questions

This study aimed to determine the effects of tardiness to the academic performance of the

Grade 10 Saint Francis students of SJSFI enrolled in S.Y 2019-2020.

Specifically, the researchers sought to answer the following:

1. What is the tardiness of the grade 10 students of SJSFI enrolled in S.Y 2019-2020?
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2. What is the effect of tardiness to the academic performance of grade 10 students of SJSFI

enrolled in S.Y 2019-2020?

1.4 Scope and Delimitation

This study was confined to the tardiness and its effects to the academic performance of

Grade 10 Saint Francis students of SJSFI enrolled in S.Y 2019-2020.

The respondents of this study were the twenty-seven (27) students of grade 10 Saint

Francis enrolled in S.Y. 2019-2020. This included six-teen (16) females and eleven (11)

males.

There was one (1) instrument that was used in this study which was compiling the record

of tardiness and the GPA of the grade 10 students who have a record of tardiness.

Furthermore, this study was delimited to hypothesized effect of tardiness to the academic

performance of the grade 10 students of SJSFI enrolled in S.Y 2019-2020.

1.5 Operational Definition of Key Terms in Different Variables

To establish common scheme of the definition of terminologies used in this study, the

following terms were defined operationally:

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Tardiness - number of lates of the grade 10 students in SJSFI enrolled in the school year 2019-

2020.

Academic Performance- are the 1st, 2nd and 3rd quarter grade point average.

Grade 10 - grade 10 Saint Francis students of SJSFI enrolled in S.Y. 2019-2020.

Effects – are the negative and positive results of the tardiness of Grade 10 students Saint Francis

of SJSFI enrolled in S.Y. 2019-2020.

1.6 Null Hypothesis

This study hypothesized that:

1. Tardiness has no significant effect to the academic performance of the Grade 10 Saint Francis

students of SJSFI enrolled in school year 2019-2020.

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CHAPTER 2

METHODS AND MATERIALS

2.1 Research Design

This study employed a Descriptive, Quantitative Research Design since the researchers

attempted to describe the effects on tardiness of the grade 10 student of Saint Joseph School

Foundation Incorporated. Furthermore, this study attempted to determine the effect of tardiness

to the academic performance of the respondents.

2.2 Respondents

The respondents of this study were the Grade 10 – Saint Francis students of Saint Joseph

School Foundation Inc. enrolled in school year 2019-2020.

2.3 Sampling Procedure

The target population of this study researchers employed a TOTAL ENUMERATION

was the 32 Grade 10 Saint Francis students of SJSFI. The TECHNIQUE where all students from

Grade 10 Saint Francis became the respondents except the researchers.

2.4 Research Instrument

This study used one instrument for data collection. The researchers asked the

respondents’ class adviser and the Students’ Moderator to get the record of the Grade Point
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Average (GPA) from first to third quarter and number of tardiness were collected respectively of

the tardy students.

2.5 Statistical Tool

The raw data generated from interview were tabulated, organized, and analyzed using

the following statistical treatment:

1. To answer question number 1, MEAN and STANDARD DEVIATION were used to

determine the tardiness rate of the grade 10 students.

2. To answer research question number 2, SIMPLE LINEAR REGRESSION was used to

determine the effect of tardiness to the academic performance of the respondents

The statistical treatment is summarized in figure 2.0.

PROBLEM HYPOTHESIS STATISTICAL TOOL

1. What is the tardiness rate MEAN and STANDARD

of the Grade 10 Saint Francis DEVIATION

students of SJSFI enrolled in

school year 2019-2020?

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2. What is the effect of Tardiness goes not have a

tardiness to the academic significant effect to the

performance of the Grade 10 academic performance of the

Saint Francis students of Grade 10 Saint Francis SIMPLE LINEAR

Saint Joseph School students of Saint Joseph REGRESSION

Foundation Inc. enrolled in School Foundation Inc.

school year 2019-2020? enrolled in school year 2019-

2020?

Figure 2.0 Summary Table of the Statistical Tools Used in this Study

CHAPTER 3

INTERPRETATION AND RESULTS

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This chapter presents and analyzes the data gather through the use of gathering the

number of tardiness and GPA of the Grade 10 students of SJSFI. The data were tabulated,

analyzed and interpreted with the use of statistical tests. The specific questions raised in the

statement of the problem were the bases of the order of presentation.

RESEARCH PROBLEM 1: What is the tardiness rate of the Grade 10 students of SJSFI

enrolled in S.Y 2019-2020?

Table 3.0 Average Tardiness of the Grade 10 students of SJSFI

Number of students (n) Mean Standard Deviation

26 10. 15 9.84

The table 3.0 shows that the mean or rate of the academic performance of the grade 10

students is 10.15 which means that the number of tardiness rate in every quarter is high and the

gap of the tardiness of each student is far from each other with the result of the standard

deviation equivalent to 9.84.

According to Dr. Ken Shore some students are late for school for reasons that are beyond

their control. Some students arrive at school after the bell has rung because of choices they've

made. Their lateness might be a symptom of anxiety about school, caused by either academic or

social concerns. And some student wander in to class a few minutes late because they like the
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attention their grand entrance receives, especially if it results in a few minutes of one-on-one

time with the teacher.

If you have a student who consistently arrives late to school, try to identify the pattern

that student is exhibiting. You will want to talk with the student and his parents, of course; you

also might check with previous teachers and review past report cards to find out if tardiness was

a problem in the past. Also, consider whether the student's lateness is part of a larger pattern of

disorganization and difficulty with time management.

Student truancy, frequent student absenteeism, and tardiness continue to be a major

problem facing our American educational system. In addressing the problem of truancy, the U.S.

DOE Web site indicated what the Chicago Public Schools system are doing to combat tardiness

and truancy in the schools (DOE, 2009). The article stated that the issue of student tardiness is

one of the first signs of a student becoming a student who is at-risk. Educators are encouraged to

examine their definitions of truancy and are challenged to define truancy more broadly, allowing

educators to address the barrier students experience by missing all or some of the school day.

The Chicago Public School System has categorized truant students as moderate or extreme.

Moderate truants are students who have missed 11–20 classes or full days each semester. The

Chicago Public Schools began to define truancy broadly by focusing on more general issues of

students who were missing class. Any absence from class was viewed as a student who is

experiencing a barrier to learning. An example in Chicago examines a case of a student who had

problems at home that turned into a habit of missing one period per day. This absence led to
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more complications at home for the student, and the student continued to arrive late and miss

school. The child became an extreme offender under the Chicago public schools’ definition. This

student had developed tardiness issues resulting from not having a positive school experience,

thus becoming a student at-risk. The challenge presented in this article is to examine why

students are missing class time and consider what barriers exist for these students before they

become students at-risk.

Some of the major factors causing a student to miss school are curriculum demands, poor

teaching, unsatisfactory student-teacher relationships, peer group relationships, social demands,

emotional difficulties, and nutrition (Reid, 2002). Attitudes and perceptions of the world as

viewed through the truant child’s eyes are based on his or her experiences in this world, which in

turn lead the truant to choose not to attend school (Dewey, 1997). An increasing number of

students are faced with insurmountable academic and social-emotional demands that further

propagate a lack of interest in schooling (Reid, 2002). Tardiness, the action of a student who

arrives at school or class late, is a major concern that school systems across the country are

dealing with. According to Muir (2005), Principals and teachers have long thought that student

tardiness was a serious problem. In one study from the 1990’s, 8-12% of students were absent

each day, and more than 40% of teachers found tardiness to be a significant problem. (p. 1)

Furthermore, McKenzie-Minifie (2007) quoted principal Jim Ball as saying, If you take five

minutes late every day and multiply it by five days in a week, that’s 25 minutes of good,

educational learning—good education—they are missing out on. All those minutes add up, you

can’t replace them. (para. 4)

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RESEARCH PROBLEM 2: What is the effect of tardiness to the academic performance of

grade 10 students of SJSFI enrolled in S.Y 2019-2020?

Tardiness Vs. Academic Performance

120

100

f(x) = 0.18 x + 82.77

80 R² = 0.01

60

40

20

0
0 5 10 15 20 25 30 35 40

Figure 3.0 Scatter Plot of the effects of tardiness to the Academic performance grade 10

students enrolled in S.Y 2019-2020.

The figure 3.0 shows that tardiness gives a 10% positive effect to the Academic

Performance to the grade 10 Students of SJSFI enrolled in S.Y 2019-2020, but there is a 90%

chance that if you have more number of tardiness the more you will have low grades. In the

results shown above, even though students do not have a record of tardiness their academic

performance will still be at least 82%.

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Sprick and Daniels (2007) commented that ―One of the most frustrating problems in

today’s classrooms is tardiness‖ (p. 27). According to these authors, there is a negative impact

that students experience when they are tardy. Every instructional minute that a student misses

due to tardiness has an impact on his or her learning.

Tardiness has negative repercussions not only for the students who arrive late, but also

for students who come to school on time. Sprick and Daniels (2007) commented that students

who arrive to class late have a difficult time adjusting to the momentum that has been established

during the first few moments of class. This negative repercussion affects both teachers who spent

time planning a lesson and students who arrived on time. The result of a student coming to class

late is a loss of the momentum that was built from the start of class. Further, when students arrive

late, they need other students or the teacher to help them catch up, so other students or the

teacher needs to stop and explain what was done, taking learning time away from the others.

Pang (2007) reported that students who are tardy miss valuable instructional time from their

teacher, simply because when a student is not in class, they are not learning. As McKenzie-

Minifie (2007) noted, students PREVIEW 11 who arrive at school late—even 5 minutes late—

lose valuable instructional time. If they are late five times in a month, they will miss 25 minutes

of instructional time.

This report summarizes and evaluates existing studies of time use in schools. The first

section describes theoretical views of time and learning. Two issues are discussed: the sources of

variation in learning time (actual days per school year, length of school day, absenteeism), and
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the effects of learning time on achievement. In the second section, a review is presented of major

empirical studies of time and learning, concentrating primarily on more recent studies of the

effect of time on task. An analysis is given of the results of the Beginning Teacher Evaluation

Study, as well as studies of: the effect of pupil attention on achievement; the relationship

between concurrent achievement and attention measures; time allocation and achievement; and

student response to different teaching methods. Inconsistent effects of time variables on

achievement were found in the reviewed studies, and the conclusion is drawn that the effect of

time on task on learning, while important, is not substantial. The final section discusses two

elements which have been given scant attention in past studies of time on task: the conditioning

effect of classroom/school organizational variables, and the dynamic nature of teaching and

learning. (JD)

Winner (2008) believed that student attendance was a means of improving student

performance and was critical in raising student achievement. When students arrive late to school,

they miss out on some or all instruction. Research has indicated that tardiness and absenteeism

may have provided a negative relationship on academic performance. It is recommended that

future studies should include more diverse techniques and approaches to combat this growing

trend among students.

CHAPTER 4
DISCUSSION
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This chapter presents the summary of the study, findings, conclusion and recommendations.

4.1 Summary

This study was undertaken to determine the tardiness and its effects to the academic

performance of the grade 10 students of SJSFI. It investigated the rate of tardiness to the

academic performance of grade 10 students where data were classified according to the number

of students with a record of tardiness. This study showed the results if it gives a positive or

negative effect to the study being made.

This study answered the research questions on the bases of the following hypotheses: (1)

Tardiness does not affect the academic performance of the Grade 10 Saint Francis students of

SJSFI enrolled in school year 2019-2020.

This study employed a Descriptive Quantitative Research Design. The respondents were

the twenty-seven (27) grade 10 students of Saint Francis of Saint Joseph School Incorporated

enrolled in 2019-2020.

Furthermore, this study made use the tardiness and GPA of the grade 10 Saint Francis

students of SJSFI enrolled in school year 2019-2020.

Statistical tools used in this study included mean, standard deviation, and simple linear

regression.
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4.2 Findings

This study yielded the following findings:

1. On the tardiness rate of grade 10 students of SJSFI in S.Y 2019-2020

The academic performance of the grade 10 students is 10.15 which means that the

number of tardiness rate in every quarter is high and the gap of the tardiness of each student is

far from each other with the result of the standard deviation equivalent to 9.84.

2. On the effect of tardiness to the academic performance of grade 10 students of SJSFI in

S.Y 2019-2020

The tardiness gives a 10% positive effect to the academic performance to the grade 10

students of SJSFI enrolled in S.Y 2019-2020 which means that there is an effect to the academic

performance but very minimal.

4.3 Conclusions

Base on the findings of the study it is safe to conclude that there is a 10% chance that it

can give a positive effect on a students academic performance. With the statistical tools being

used it showed a result in which there is still a 90% chance that the academic performance of the

grade 10 students of Saint Joseph School Foundation Incorporated may be affected with the

number of tardiness.
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While it is true that the academic performance of the grade 10 students of SJSFI are quite

high, the tardiness is a crucial matter that can affect the academic performance of the grade 10

students of SJSFI it can inform the school of what needs to be improved particularly on the

tardiness rate of the grade 10 students of SJSFI.

4.4 Recommendation

As a result of the findings and conclusions of this study, the following are hereby

recommended:

1. Teachers should come to school on time to be a good example to the students. You can’t

start late and ask the students to show up on time. When you start class late you

encourage students to do the same in return.

2. Start Class Powerfully. Begin with a fun activity or game to engage the students. As the

late students come walking in, they will have to wait until it is over and miss out on the

fun. This may help motivate them to arrive on time the next day.

3. Students that are residing that is far from should wake up early to avoid traffic.

Teachers should give prizes to those students who arrived early in school to motivate the other
students to come to school early.