Chapter II

Review of Related Literature and Studies

Being always present in class and getting to school on time are two of the

crucial determining factors of a student’s success, not just as a student but as a person

who will be managing his/her own life in the future. Given the importance of being

punctual, this study aims to explore and find out the factors that affect the punctuality of

UP students. In this chapter, we will be discussing about the background of our study. It

includes facts about tardiness, the different factors that causes it and its effect to the

students as students and as bearer of their own lives in the future. From reliable

research materials like online journals and research papers, we will provide some facts

and theories from authors, teachers and notable people in order to have a concrete

justification of our study.

First, we will give a definition of tardiness and present some theories and facts

about it. Next, we will discuss he various factors that causes the students to come to

school late, the psychological theories, the observation of the teachers and the personal

reasons of the students. Lastly, the effects of tardiness to students, not just to

himself/herself but also to his/her future and to other people, will be discussed.

Tardiness
As UP students, we are expected to perform well with excellence in everything

that we do, most especially in the academic aspect. One factor that dictates the quality

of performance of a student is his/her punctuality that is, getting to school on time or

being tardy. As cited by Nakpodia and Dafiaghor (2011), “lateness” can be defined as

the “situation where an individual arrives after the proper, scheduled or usual time

(Oxford Advance Learners’ Dictionary, 5th ed., 1995), Lauby (2009) puts it as a term

used to describe “people not showing up on time” and Breeze et al. (2010) contributed

by saying that, lateness is synonymous with “tardiness”, which implies being slow to act

or slow to respond, thus not meeting up with proper or usual timing. Lastly, Weade

(2004) defined tardiness as “being late for any measurable length of time past the

stated or scheduled start time for work or school.” In most schools, a student is

considered tardy when he/she is not present when the school bell rings or when the first

teacher starts to give instructional materials for the first subject in the morning class.

One of the most recurring and the most “frustrating problem” that the schools are

having with their students nowadays is tardiness (Sprick and Daniels, 2007). It creates

problems, not just to the students but also to the teachers (Cowan Avenue Elementary

School Community, 2007, para 1). Cowan Crier, the official School Publication of

CAESC, also states that while having “occasional tardy” isn’t a big deal, unfailing

tardiness is and it gives students problems including being ill-prepared for the job

market. According to the results of the study of the U.S. Department of Education on

“truancy”, which is related to tardiness, being present and on time in going to school are

big factors on the “success and behavior” of the students (Zeiger, 2010, para 1). Thus,

it is a lot important to value time and practice being on time while being a student.
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, 2007, 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 Crime and Safety [NCESISCS] (2007)). It also causes the students

to have behavioral 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).

A study conducted by Barbara Lee Weade on 2004 tried to "determine if school

tardiness is a predictor of work tardiness" (Weade, 2004). It provided a lot of literature

that observes correlations and factors affecting a student's tardiness. As cited by

and unexcused absences" (Ligon and Jackson, 1988). "Inconsistency of school rules"

(Britt, 1988) and situations such as “crowded halls, limited opportunities for social

interaction, irrelevant course content, and teacher indifference” (Damico et al., 1990)

are also factors that affect a student's attendance and punctuality. As mentioned by

Weade, personal values, financial security and lack of parental guidance (Payne, 2001)

as well as family background (Featherstone et al., 1992) influence tardiness and

absences of students.

Weade gathered data from the schools of participating students. First and

foremost, she asked consent from the students and their parents in order to gain

permission to collect their school records. She collected and studied the attendance and

punctuality records of these students based on the number of unexcused absences and

minutes of tardiness. Her study showed that among high school students, the grade

point average is correlated with absences and tardiness. This means that students with

better attendance and punctuality have higher grade point averages and vis-à-vis. Her

study was also able to show that attendance and punctuality of students are not

consistent throughout the year. There were more absences and tardiness at the latter

part of the year. Gender has also shown to be a non-factor in the attendance and

punctuality of high school students.

Being always present in class and getting to school on time are two of the

crucial determining factors of a student’s success, not just as a student but as a person

who will be managing his/her own life in the future. Given the importance of being
punctual, this study aims to explore and find out the factors that affect the punctuality of

UP students. In this chapter, we will be discussing about the background of our study. It

includes facts about tardiness, the different factors that causes it and its effect to the

students as students and as bearer of their own lives in the future. From reliable

research materials like online journals and research papers, we will provide some facts

and theories from authors, teachers and notable people in order to have a concrete

justification of our study.

According to CAESC (2007) and Zeiger (2010), the most essential learning time of

the day for the students lies in the morning, specifically between 8:00 to 9:30 AM. It is

because the students are most mindful and observant at this time of the day. It is also

the reason why the most important lessons and subject matters are discussed during

this time. So when students are late or are not present during this time of the day, they,

in effect, miss out most of the important lessons to be noted and learned.

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, 2007, 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 Crime and Safety [NCESISCS] (2007)). It also causes the students

to have behavioral 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).