Department of Education

Division of Dinagat Islands

304844 – SERING NATIONAL HIGH SCHOOL

TARDINESS AS A DETERMINANT OF ATTENDANCE

AND ACADEMIC OUTCOMES AMONG SNHS
SENIOR HIGH STUDENTS

A Senior High Research Proposal

Presented to the faculty of
SERING NATIONAL HIGH SCHOOL
Academic Track - Humanities and Social Sciences
Sering, Basilisa, Dinagat Islands
As Partial Fulfillment
of the requirements for the subject
Practical Research 2

by

XYRA M. FULGUIRINAS
XYRELLE M. FULGUIRINAS

Grade 12 HUManSS

S. Y. 2025 - 2026
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Tardiness is one of the most common behavioral issues observed in schools

and continues to affect the academic performance and overall attendance of

students. At Sering National High School (SNHS), tardiness has been increasingly

noted among Senior High School (SHS) students, raising concerns about its

potential impact on their academic outcomes. Despite numerous school policies

aimed at promoting punctuality, many students still arrive late to their classes

regularly.

Tardiness, if left unaddressed, can contribute to a pattern of poor attendance

and academic decline. When students consistently arrive late, they miss

important instructional time, classroom activities, and formative assessments.

This results in a fragmented learning experience that can ultimately lead to

lower grades and decreased academic engagement. Moreover, tardiness may

affect a student's overall attendance record, which is often used as an indicator

of responsibility and academic commitment.

In a structured academic environment such as SHS, where lessons are more

intensive and time-bound, punctuality plays a critical role in ensuring students

maximize their learning opportunities. However, limited local data exists that

quantifies the actual relationship between tardiness, attendance rates, and

academic performance among SHS students. This gap presents the need for a

systematic investigation using a quantitative approach to measure the extent of

the problem and assess its impact using statistical methods.

 This study seeks to determine the effect of tardiness on student attendance

and academic performance at SNHS. By analyzing attendance records and

academic grades, and correlating these with reported instances of tardiness, the

research aims to provide empirical evidence on whether or not tardiness is a

significant factor influencing academic success. The findings of this study are

expected to help educators and administrators develop informed strategies and

interventions to address tardiness and its related academic consequences.

Introduction

Tardiness is a persistent issue in educational settings that often goes

unnoticed in terms of its long-term effects. While it may seem like a minor

disciplinary concern, repeated lateness can significantly impact a student's

academic journey. At Sering National High School (SNHS), tardiness has become

increasingly common among Senior High School (SHS) students, prompting

educators and school administrators to question its effect on student outcomes—

particularly in terms of attendance and academic performance.

In the Senior High School level, where subjects are more advanced and

time management becomes crucial, arriving late to class can result in missed

lectures, reduced participation, and lower comprehension of academic content.

These lost learning opportunities, if habitual, may lead to decreased academic

performance. In addition, chronic tardiness contributes to poor attendance

records, which are often linked to disengagement, lack of discipline, and poor

academic outcomes.

Numerous studies have shown that regular attendance and punctuality

are key indicators of academic success. However, there remains a lack of

localized, data-driven research within SNHS that examines the direct relationship

between tardiness, attendance, and academic performance. This study seeks to

fill that gap by employing a quantitative approach to measure and analyze the

effect of tardiness on both attendance records and academic outcomes among

SHS students.

By analyzing actual data such as attendance logs, academic grades, and

frequency of tardiness, this research aims to establish whether there is a

statistically significant correlation between students' punctuality and their

academic performance. The results of this study are expected to provide

concrete evidence that can help inform policies and interventions targeted at

improving student punctuality, academic achievement, and overall school

discipline.

Review of Related Literature

Tardiness is widely recognized as a factor that negatively affects

student performance and overall academic engagement. Musa and Ahmad

(2021) conducted a quantitative study involving 250 Senior High School students

in Malaysia, revealing a significant negative correlation (r = -0.42) between the

frequency of tardiness and academic performance. Students who arrived late

three or more times a week consistently scored lower in their assessments,

emphasizing that missing the initial part of a class—often when instructions and

important explanations are given—directly impacts student comprehension and

learning outcomes.
Similarly, Johnson and Green (2020) analyzed attendance data from 300 high

school students in Texas and discovered that students with frequent tardiness

were 45% more likely to become chronically absent. Their findings showed a

statistically significant relationship (p < 0.05) between consistent lateness and

increased full-day absences, suggesting that tardiness may be a reliable early

indicator of future absenteeism. This is supported by a local study conducted by

Reyes (2019) in Quezon City, Philippines. Reyes found that students who were

habitually tardy had an average attendance rate of only 78%, in contrast to 92%

among their punctual peers. Using descriptive statistics and chi-square testing,

Reyes concluded that tardiness is a key contributor to decreased school

participation among SHS students.

In another related study, Abad and Santiago (2022) investigated the connection

between time management and academic performance among 120 Senior High

School students in Cavite. Their results showed that students who practiced

effective time management and maintained punctuality had 15–20% higher GPAs

than those who were frequently late. This indicates that punctuality is not merely

a behavioral expectation but a foundational academic skill that influences a

student’s success. Lastly, Torres and Medina (2018) studied the academic

records and tardiness logs of Grade 11 students in a Manila private school and

reported a moderate negative correlation (r = -0.53) between the frequency of

tardiness and final academic grades. Students who were consistently late

underperformed, especially in subjects that required continuous instruction, such

as Mathematics and Science.

Taken together, these studies confirm that tardiness has a measurable and

statistically significant impact on both attendance rates and academic

achievement. The reviewed literature highlights a consistent pattern: the more

often students are late, the more their learning and performance suffer. These

findings support the need for the current study at Sering National High School

(SNHS).
 Conceptual Framework

Profile of the Respondents

◦ Age
◦ Sex Frequency of
◦ Grade level Tardiness
◦ Strand
◦ Distance from school
◦ Mode of transportation

Implications on School Outcomes

in terms of:

◦ Attendance rate
◦ Academic Performance (Grades)
◦ Participation in Class Activities

Fig. 1 : Research Concept Map

This conceptual framework illustrates how the profile of the respondents

influences the frequency of tardiness and, in turn, affects attendance and

academic outcomes among SNHS Senior High School students. The respondents’

profile includes variables such as age, sex, grade level, strand, distance from

school, and mode of transportation, which may contribute to their punctuality.

For example, students who live farther from school or rely on slower modes of

transportation may be more prone to arriving late. The frequency of tardiness

serves as the central factor in this study, as it is expected to directly influence

school outcomes. Frequent tardiness can lower a student’s attendance rate,

reduce their academic performance due to missed lessons or activities, and limit

their participation in class discussions and group work. Overall, the framework

suggests a cause-and-effect relationship in which the respondents’ background

characteristics affect their likelihood of tardiness, and this tardiness

subsequently impacts both their attendance and academic achievements.

Statement of the Problem

This study aims to investigate tardiness as a determinant of

attendance and academic outcomes among Senior High School students

of San Nicolas National High School (SNHS). It seeks to determine how the

respondents’ profile influences their frequency of tardiness and how this,

in turn, impacts their school outcomes. Specifically, it will answer the

following questions:

[Link] is the profile of the respondents in terms of:

a. Age

b. Sex

c. Grade level

d. Strand

e. Distance from school

f. Mode of transportation

2. What is the frequency of tardiness of the respondents?

[Link] are the implications of the respondents’ frequency of tardiness on

school outcomes in terms of:

a. Attendance rate

b. Academic performance (grades)

c. Participation in class activities

[Link] there a significant relationship between the respondents’ profile and

their frequency of tardiness?

[Link] there a significant relationship between the frequency of tardiness

and the respondents’ school outcomes in terms of attendance rate,

academic performance, and participation in class activities?

Hypothesis

Null Hypothesis (H₀): There is no statistically significant relationship between

the frequency of tardiness and the school outcomes of Senior High School

students at San Nicolas National High School (SNHS). Specifically, tardiness does

not have a measurable effect on students’ attendance rates, academic

performance as reflected in their grades, or their level of participation in class

activities. Any observed variations in these outcomes are due to factors other

than tardiness and occur purely by chance.

Alternative Hypothesis (H₁): There is a statistically significant relationship

between the frequency of tardiness and the school outcomes of Senior High

School students at San Nicolas National High School (SNHS). Specifically, higher

levels of tardiness are associated with lower attendance rates, reduced academic
performance as reflected in grades, and decreased participation in class

activities. This implies that tardiness is a contributing factor that can negatively

influence both attendance and academic success.

Scope and Delimitations

This study aims to examine tardiness as a determinant of attendance and

academic outcomes among Senior High School students of San Nicolas National

High School (SNHS) during the current academic year. It will include Grade 11

and Grade 12 students from various strands, such as Academic and Technical-

Vocational-Livelihood (TVL). The research will focus on the relationship between

the respondents’ profile—specifically age, sex, grade level, strand, distance from

school, and mode of transportation—and their frequency of tardiness. The scope

also covers the impact of tardiness on three main areas: attendance rate,

academic performance based on the general average, and participation in class

activities. Data will be gathered through a structured questionnaire and validated

using official school records for attendance and grades.

The study will be limited to measuring the frequency of tardiness within a

specific grading period and will not cover other potential factors influencing

attendance and academic performance, such as health conditions, family

background, or personal motivation. The respondents will be limited to Senior

High School students of SNHS only, excluding Junior High School students and

those from other institutions. Furthermore, the study will rely primarily on self-

reported data verified through official records, which may not capture all

circumstances surrounding tardiness. The findings will be specific to the selected

respondents and time frame, and generalizations to other contexts should be

made with caution.

Significant of the Study

For Students – This study raises awareness among students that seemingly

minor behaviors—such as consistently arriving a few minutes late—can have

significant long-term consequences on their education. Tardiness not only results

in missed lessons, announcements, or instructions but can also disrupt focus and

limit active participation in class activities and group work. Over time, these

missed opportunities can accumulate, creating learning gaps, lowering grades,

and diminishing confidence. By understanding the cumulative effects of lateness,

students are encouraged to practice self-discipline, improve their time

management skills, and take greater responsibility for their academic

commitments.

For Parents – The study underscores the important role parents and guardians

play in shaping their child’s attendance habits. Establishing supportive home

routines—such as setting consistent wake-up times, preparing school needs in

advance, and ensuring proper rest—can greatly reduce the likelihood of

tardiness. Parents who actively monitor their child’s punctuality and model the

value of being on time reinforce the importance of responsibility and

commitment. Addressing possible causes of tardiness, such as transportation

issues or morning distractions, can create a stable environment that supports

consistent and timely school attendance.

For Educators and Administrators – The findings of this study provide

valuable insights for teachers and school leaders in evaluating and refining

school policies, classroom practices, and institutional systems related to

punctuality. By identifying patterns and underlying causes of tardiness,

educators and administrators can design targeted interventions—such as

awareness campaigns, incentive programs, or improved monitoring systems—

that address the problem at its root. Such efforts can help reduce tardiness,

strengthen attendance records, and enhance student engagement and academic

performance.

For Future Researchers – This study can serve as a reference and foundation

for future academic inquiries related to attendance, punctuality, and student

performance. Future researchers may expand on the scope by exploring

additional factors such as socio-economic status, health conditions, or

extracurricular commitments, and how these relate to tardiness. They may also

apply different research methods, larger sample sizes, or comparative studies

across schools to gain deeper insights. By building upon this research, future

scholars can contribute to a broader understanding of the issue and support the

development of more effective educational strategies and policies.

 CHAPTER 2

RESEARCH METHODOLOGY

The purpose of this chapter is to explain the steps and methods used in

doing the research. It includes the research design, research environment,

respondents, research tools, ethics, the process of gathering data, and the plan

for analyzing the information collected.

Research Design

This study will employ a descriptive-correlational research design to

determine the relationship between tardiness and academic outcomes, as well

as its effect on attendance among SNHS Senior High School students. The

descriptive aspect will gather and summarize data on the respondents’ profiles,

frequency of tardiness, and academic performance, while the correlational

aspect will examine the extent to which tardiness influences attendance rates

and academic outcomes. This design is appropriate because it allows the study

to identify patterns, relationships, and possible implications without manipulating

any variables.

Respondents of the Study

The respondents will consist of Grade 11 and Grade 12 Senior High School

students of Sering National High School (SNHS) enrolled in the current academic
year. A stratified random sampling technique will be used to ensure

representation from different strands (e.g., Academic, TVL) and grade levels.

Research Setting and Location

Fig 2: Drone Shot of Sering NHS

[Link]

This drone shot shows an aerial view of Sering National High School,

located in Purok-5, Sering, Basilisa, Dinagat Islands. The image displays the

school buildings with metal and green roofing, surrounded by open grounds and

vegetation.

The surrounding area includes residential houses, small roads, and patches of

agricultural land. The community is situated near the coastline, where some

boats are visible along the shore. Dirt roads connect the school to nearby houses

and other parts of the barangay.

This view provides a clear picture of the school’s location within the community

and its proximity to the coastal area.

Research Instrument

The main research instrument for this study is a structured questionnaire

specifically designed to gather information on the respondents’ profile,

frequency of tardiness, and academic outcomes. The questionnaire is divided

into three parts: the first part collects demographic and background information

such as age, sex, grade level, strand, distance from school, and mode of

transportation, which may influence punctuality; the second part measures the

frequency of tardiness based on the number of times students arrive late within

a given grading period, verified through official school attendance records; and

the third part focuses on academic outcomes, including attendance rate, general

average from the latest grading period, and level of participation in class

activities. To ensure validity, the questionnaire will be reviewed by experts in

education and research, while a pilot test will be conducted among students not

included in the main study to check for clarity, reliability, and appropriateness of

the questions. In addition, official school records for attendance and grades will

be used to support and verify the data gathered through the questionnaire.

Ethics on Gathering Procedure

In conducting this study, the researchers will strictly observe ethical

standards to ensure the rights, privacy, and well-being of all participants. Prior to

data collection, formal permission will be secured from the school principal and
relevant authorities of Sering National High School. Informed consent will be

obtained from the respondents, and for those who are minors, consent will also

be sought from their parents or guardians. Participants will be assured that their

involvement is voluntary and that they may withdraw from the study at any time

without any negative consequences. The confidentiality of all personal and

academic information will be strictly maintained, with data being used solely for

the purposes of this research. Identifying details will not be disclosed in any

reports or publications, and all gathered information will be securely stored and

disposed of after the completion of the study. The researchers will ensure that

the data-gathering process does not disrupt regular classes and will be

conducted with respect and sensitivity to the participants’ time and

circumstances.

Data Analysis Plan and Statistical Method

The data gathered in this study will be analyzed using both descriptive

and inferential statistical methods to address the research objectives.

Descriptive statistics, such as frequency and percentage, will be used to

summarize the profile of the respondents, including age, sex, grade level, strand,

distance from school, and mode of transportation. The mean will be applied to

determine the average frequency of tardiness and the respondents’ academic

performance. For the inferential analysis, Pearson’s correlation coefficient will be

used to examine the relationship between the frequency of tardiness and the

respondents’ attendance rate, academic performance, and class participation. All

computations will be processed using appropriate statistical software to ensure

accuracy and reliability of results. The findings will then be interpreted in relation

to the research questions, allowing the researchers to determine the extent to

which tardiness serves as a determinant of attendance and academic outcomes

among SNHS Senior High School students.