DAMBI DOLLO UNIVERSITY

ACTION RESEARCH ON PROBLEMS OF LATE COMING

STUDENT AND THEIR PROPOSED SOLUTION IN CASE OF
HAMBESHA PRIMARY SCHOOL

NAME ID NO
MATIOS HIRPA HUNDESA PGDT____/2014

DAMBI DOLLO, ETHIOPIA

2017 E.C
Acknowledgment
First of all I would like to say thanks GOD, who helped me in all my works. Next, I would like
to express my sincere felt gratitude, to the director of Hambesha Primary school for his constant
encouragement, guidance and constructive comment. Sincere thanks go to principals,
administrators, teachers, guards, students and all members’ of school who have been involved in
this study during the field work.

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Abstract
This research studies in detail about the reason why students came late to school in Hambesha
Primary school. It describes the various reason why students came late in school, also tells the
ways to prove whether a student has late or not. Finally it also highlights the necessary steps to
be taken by everyone students, parents and teachers to decrease late comer students. .
This study attempted to answer the following research questions among others:
 Has gender any relation with students’ late-coming to school?
 Has age any relation with students’ late-coming to school?
 Does the parental socio-economic status have any relation with students’ late-coming to
school?
One classroom was selected for the study. Sample of ten (10) students late comers were
administered with the questionnaire within a period of one week. Data collected was
analyzed using simple percentages and frequencies for easy interpretation and
understanding. It was recommended that parents (especially mothers) should reduce
engaging female students with home activities especially in the morning; school
administrators and teachers should increase effort on counseling strategies to
adolescent students due to their change in perception and school rules.

Contents

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Acknowledgment..........................................................................................................................................i
Abstract.......................................................................................................................................................ii
CHAPTER ONE..........................................................................................................................................1
INTRODUCTION.................................................................................................................................1
1.1 Back ground of the study................................................................................................................1
1.2 Statement of the Problem................................................................................................................2
1.3 OBJECTIVES OF THE STUDY....................................................................................................2
1.3.1 General Objective.......................................................................................................................2
1.3.2 Specific Objectives.....................................................................................................................2
1.4 Significance of the Study...............................................................................................................2
1.5 Delimitation......................................................................................................................................3
1.6 Operational definition of terms......................................................................................................3
CHAPTER TWO.........................................................................................................................................4
2.1 REVIEW OF RELATED LITERATURE AND STUDIES..........................................................4
2.1.1The Concept of late coming.........................................................................................................4
2.1.2 Justification of our study.............................................................................................................4
2.1.3 Why student come late in school?...............................................................................................5
2.1.4 Ways to Deal with Late Comers students...................................................................................5
2.2 Effects of lateness to school.............................................................................................................5
CHAPTER THREE.....................................................................................................................................7
METHODOLOGY AND DESIGN.............................................................................................................7
3.1 Population of the study....................................................................................................................7
3.2 Sample of the study..........................................................................................................................7
3.3 Source of Data..................................................................................................................................7
3.4. Data Collection Instruments..........................................................................................................7
3.4.1. Interviews..................................................................................................................................7
3.4.2. Questionnaire.............................................................................................................................8
3.5. Data Collection Procedures............................................................................................................8
3.6. Data Analysis..................................................................................................................................8
3.7 Activities and financial planes........................................................................................................9
3.8 Discussion of Findings...................................................................................................................10
CHAPTER FOUR.....................................................................................................................................11
PROPOSED ACTION AND IMPLEMENTATION OF ACTION/ INTERVENTION................11
CHAPTER FIVE.......................................................................................................................................13
5. CONCLUSION AND RECOMMENDATIONS...........................................................................13
5.1Conclusion.......................................................................................................................................13
5.2 Recommendations..........................................................................................................................13
References............................................................................................................................................14

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 CHAPTER ONE
INTRODUCTION
1.1 Back ground of the study
Punctuality is said to be the soul of business, and there can be nothing more fundamental to the
school business than punctuality. Thus punctuality could be seen in two dimensions that is
coming to the school at the right time and closing at the right time. This attitude of punctuality is
both the business of the teachers and students. Teachers cannot work without student likewise
vice-versa. Students’ punctuality avail them the opportunity to attend to all school programs and
activities. In the morning for instance the students benefit from the morning activities such as the
general assembly, where vital information, admonitions and prayers are made.

The students could also interact with students other than their classmate. Most importantly
students who are punctual get full benefits of lessons. For these subjects are fixed during
morning hours due to their importance.

On the contrary, unpunctual (late-comers) students are given corporal punishment such as toilet
washing, sweeping, weeding and lot more. These punishments have dual effects on the students,
thus afflicting pains and waste of time (non attending vital period of the morning hours). In
addition, late comers usually get miss-informed during lessons, for they come to class while
lessons have already begun, they also disturb other students’ already in class and many at times
disrupt lessons.

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1.2 Statement of the Problem
Late coming of students problems are the burning issue of the world. Because, One of the valid
reasons for lowering of the quality of education is the problem of late coming of students.
Minimizing of late coming students in the class as well as in the school is one of the most
important aspects of teaching. Because the uncontrollable behavior of student’s lessons the
quality of education and hinders the teaching learning processes. These problems are expected to
be controlled with the joint effort of the school and the community. The researcher as a teacher
observes that the students shout in the class compound, offense the school community. Thus, this
study seeks to assess the major cause’s late coming students, types and the possible interventions
to curb the problems of late coming students ‘in Hambesha Primary schools.

1.3 OBJECTIVES OF THE STUDY

The purpose of this study is to investigate the factors that are responsible for student’s lateness to
school and re-address the problem by providing possible suggestion, recommendation and
solution, which relate to students lateness to school.
1 .To elucidates causes of lateness to school.
2. To determine the extent of incidence of late coming
3. To evaluate the consequences of lateness to school.
4. To proffer possible solutions to the consequences.

1.3.1 General Objective

The general objective of this study is to assess the types and causes of late coming students
problems in Hambesha primary schools and to forward helpful mechanisms to minimize the
problems in the schools under study.

1.3.2 Specific Objectives

problems in grade 8th at Hambesha primary School.

 To identify the major factors that contributes to students late coming disciplinary

 To identify the role played by school administration and teachers in solving students ‘late
coming problem.
 To identify the types of students late coming disciplinary problems in secondary schools.
1.4 Significance of the Study
On successful completion of this study students and parents will be exposing to the various
factors that are responsible for student’s lateness to school and to the rightful measure necessary
to eradicate this bad habit. This study will help to motivate parents to make the students come

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early to school and this will in turn improve the academic performance of the individual or
students. Also it will enable the students to be discipline both at school and in future life.

1.5 Delimitation
Instead of doing the whole population taking sample is best in case of Delimitation b/c it reduce
work load. This study is delimited to Hambesha primary school. In fact students‘ late coming
disciplinary problems is too broad and complex within the society to examine all in all, the
researcher is forced to delimit the scope on one primary schools in Hambesha Primary school
particularly grade 8th A

1.6 Operational definition of terms

Punctuality is:
1. Acting or arriving exactly at the time appointed; prompt.
2. Paid or accomplished at or by the appointed time.
3. Precise; exact.
4. Confined to or having the nature of a point in space.
5. Linguistics Of, related to, or being the verbal aspect that expresses momentary action or action
considered as having no temporal duration.

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CHAPTER TWO
2.1 REVIEW OF RELATED LITERATURE AND STUDIES

Education is the main tools for the peoples to survive their personal life and to achieve their

goals. As it explain in the above education considers the goals, aim of the people as a hole so that

the owner of education is the student .It prevent some of the bad things that retards their goals.

This research is about lateness. However, the concept of lateness presupposes that there is a

concept of time. The school management, teachers and parents can play a role that conceders the

aim of the education to work better in order to improve the student result and their behavior.

In this research some of the related idea that students are late come to school is the students can’t
have their goals, shortage of advice, the school can’t take a measurement and some students
come from far place. As I collect some information from the school environment the main reason
why the students are coming late is as follows:-
 Low interest of education in student
 The shortage of family advise to rich on time in the school
 The school cannot take measurement when the student is come late in consecutive days
and the others learn from them.
 Shortage of advice for late coming students
2.1.1The Concept of late coming
“Lateness” can be defined as the “situation where an individual arrives after the proper,
scheduled or usual time.
Late coming means a situation when we are not rich on time for a certain action.
Time management is a process of planning and exercising conscious control over the amount of
time spent on specific activities to increase effectiveness, efficiency or productivity. It therefore
cuts across all aspects of life and occupation from the school-goers to busy career people.

2.1.2 Justification of our study

First, I will give a definition of tardiness and present some theories and facts about it. Next, I
will discuss the various factors that cause the students to come to school late, the psychological
theories, the observation of the teachers and the personal reasons of the students. Lastly, the

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effects of tardiness to students, not just to himself/herself but also to his/her future and to other
people, will be discussed. In most schools, a student is considered tardy when he/she is not
present when the school bells rings or when the first teacher starts to give instructional materials
for the first subject in the morning class.
2.1.3 Why student come late in school?
 Going late to bed
 The habit of waking up late
 Students don’t wake up early.
 Atmosphere condition
 Illness
 Distance/location of school
2.1.4 Ways to Deal with Late Comers students
Set Clear Rules: Set clear rules at the beginning of the school year and let your students know
that punctuality is an essential disciplinary value. Make them understand that tardiness will not
be entertained in your class. You can establish a rule such as: if a student walks in 5 minutes later
than you, then they will have to spend the remainder of the class outside.
Ignore Them: Ignore not try to find out why the students are late for class before the other
students. Focusing your attention on them and their excuses simply disturbs the whole class.
Instead, ignore them and talk to them after your class and find out the reason why they are late.

Warn If It Is the First Time: If a student is late for the first time, warn him/her instead of
imposing a punishment. Because no matter how hard we try, at times we may also get late to
work. But this may not be acceptable always, let the students know that they are being excused
only because they are late for the first time.

Talk To Parents If Late Coming Persists: There may be a student who is always late, no
matter what punishment you give him. Try talking to the student after class and find out the
actual reason for his late-coming and try to help him with the issue. If the issue persists, talk to
their parents.

Keep Record of Lateness: Keep record of students’ lateness and let them know that if they
arrive late for three days they will get an ‘a’ (absent) for one day. Keep note of students who
always arrive on time and reward them appropriately.
2.2 Effects of lateness to school
There are various effects of lateness to school. Many writers have pinpointed many of these
effects. Amongst others, some are outlined and briefly discussed thus:

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(a) Lateness disorganizes and causes distraction to the individual and the whole system:
The individual that came late to school is both a problem to him/herself, fellow students,
teacher, and others in the school system… he/she walks in when teaching is going on… both
teachers and students turn to look at him/her…

(b) Lateness inhibits the process of achieving the goals of the school: The basic reason for the
human component is to enable easy achievement of the goals and objectives of establishing
the school.

(c) Lateness leads to absenteeism and general failure in life: Pupils/student and/or staff could
sometimes feel the extent of their lateness and very often they just decide to be absent.

2.3 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.
The study revealed that the causes of lateness among the secondary students in Ethiopia were
resulting into "wake up late in the morning, distance to school and keeping friends who are not
students” To summarize, many studies have shown the reasons and factors that may contribute to
the tardiness of a student. Many studies have also shown the effects of tardiness on the students,
the teachers, the school and the society. According to these studies, the tardiness of a student
consumes his/her learning time as well as disturbs other students and teachers. These studies
promoted integration of personality development and interdisciplinary programs into school
curriculum to aid students enhance positive behavior and personality leading to the decrease of
tardiness.

CHAPTER THREE
METHODOLOGY AND DESIGN
The study used survey research design. The population of the study was students’ late-comers in
Hambesha Primary school of ten (10) students late-comers were used for the study. This section
of the research study deals with method and design, source of data, samples and sampling
techniques, data collection instruments ,procedures of data collection and methods of analysis.

3.1 Population of the study

The reason why most of Hambesha primary school students are late coming?

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To answer this question mostly the study focus on late coming students to identify who is late
coming the researcher takes second semester registered students on February among those
resisted students the researcher identify who is late coming consequently.
3.2 Sample of the study
The researcher includes 10 students in Hambesha primary school who are late coming
consequently as a sample. Those late comers are selected randomly for the study. In addition to
this the researcher selects school director, 3 student family, 3 teachers are the starting point of the
study.
3.3 Source of Data
The study was based on data obtained from primary sources and secondary sources. Primary
data was collected from four groups namely; teachers, school administrators, students and parent
teacher association members. In addition to this, the researcher was student in classroom
observation. Secondary data were obtained from document analysis, teachers, student, school
administration, discipline committee minutes and literature review.

3.4. Data Collection Instruments

In this study, questionnaire, focus- group discussion and individual interviews were used. This
research method enabled the researcher to gather valuable data on the causes, prevalence and
effects of late coming students on Hambesha primary School.

3.4.1. Interviews
Qualitative researchers collect data by means of interviews. The aim of interviewing is to enter
into the other person’s perspective.

3.4.2. Questionnaire
The researcher utilized a questionnaire. The first step was designing the questionnaire items.
The instrument elicited information on the causes, prevalence and effects of disruptive behavior
students.

3.5. Data Collection Procedures

The researcher generally employed three types of data gathering instruments. These were
questionnaire, interviews and focus group discussion. Questionnaires were administered because
it was easy to address many people in a short period of time.

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3.6. Data Analysis
The raw data which was collected from the field through close ended and a few open ended
questionnaire tallied, organized and structured systematically. Quantitative and qualitative data
analyzing methods were student.
Qualitative data analyzing method: Used to express the following data type.
 The type of data used to express the reasons for late coming students.
Quantitative data analyzing methods: Used to express the following data type.
 The type of data used to express the number of late coming students.
Example: Number of sample students is 10.
Number Female students are 7.
Number of Male students is 3.
Moreover, ordering the information in relation to the objectives of the study and categorizing or
labeling answers that had similar characteristics or patterns was also the main data analyzing
procedure.
1. Does fetching water is the cause of late coming?
YES: 2 students say it is the cause of late coming to school.
2. Does washing clothes are the causes of late coming?
YES: 1 student says it is the cause of late coming to school
3. Does taking care of stock are the causes of late coming?
YES: 2 students say it is the cause of late coming to school.
4. Does weeping and cleaning is the cause of late coming?
YES: 1student say it is the cause of late coming to school.
5. Does waking up late is the cause of late coming?
YES: 1 student says it is the cause of late coming to school.
6. Does long distance to school is the cause of late coming?
YES: 3 students say it is the cause of late coming to school.
3.7 Activities and financial planes
The study consumes the researcher labor and others such as losing pocket money, fighting on the
way to school, and waiting for others to school. Self-constructed part of the instrument was
validated by expert in education administration and languages. In distribution and collection
of the instrument, the researcher was assisted by teachers on duty and discipline masters

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of the respective schools. The data collected was subjected to simple frequency and
percentages. The data was collected within the period of one week.

Table 1: Gender of Students Late-Comers

Gender Frequency Percentage
Male 3 30
Female 7 70
TOTAL 10 100

Table 1 show that most students late –comers in the study area were female students.
This could be seen as female students had 70percent against male with 30 percent.
Table 2: Age of Students Late-Comers
AGE Frequency Percentage
14-16 5 50
17-18 4 40
Above 18 1 10
TOTAL 10 100
Table 2 reveals that students between the ages of 14-16 mostly come to school late in the study
area. This could be seen in the table as ages 17-18 had 40 percent, followed by above 18 ages
with 10 percent.

Table 3: Reasons for Students’ Late-Coming to School

REASONS FREQUENCY PERCENTAGE

Fetching Water 2 20
Washing cloth 1 10
Take care of stock 2 20
Sweeping 1 10
Woke up late 1 10
Long distance to school 3 30
TOTAL 10 100

Table 3 shows that reasons for Students’ Late-Coming to School are different types which are
listed below respectively. These are, fetching Water, Washing Cloth, wake-up Late, Sweeping,
and Long Distance to School. From these reasons long distance to school is the most reason.

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3.8 Discussion of Findings
Research questions on whether gender has any relation with students late-coming school
revealed that gender in the study area has relation to students late coming to school. Table 1
indicates that there are more female late comers than boys. The percentage shows 70 percent
against 30 percent. Reasons could be hypothesized as to why female students come to school
late; it may be for house work such as cooking, washing of kitchen utensils, and giving care to
the younger ones at home, also due to nature of female in terms of security. Research question 2
is on whether age has any relation with students late coming to school. Table 2 revealed that
most late comers among the students in the study area were between the ages of 14-16 years. The
percentage indicated 50 percent as against the two other age brackets. One can infer that this
could be related to adolescent stage in the life of the students. Adolescent age is always related
to misbehavior and less fear of repercussion factions.

CHAPTER FOUR
PROPOSED ACTION AND IMPLEMENTATION OF ACTION/ INTERVENTION

To reduce the number of late coming female students’, took the following measurement actions.
I advised these female students discus with their parents, especially with their mothers. I told to
the female students to express the effect of late coming to school brings large effect on their
education to their mother until their mother understands them and reduces their work. After
female students discus with their mother the number of female students decrease from 7 to 3.

The same as to female students number of male students reduce from 3 to 1 when they discus
with their parents about the effect late coming to school.

After these actions the following changes are occur/coming.

 The number of sample of data reduces from 10 to 4.

 The number of female students reduces from 7 to 3.
 The number of male students reduces from 3 to 1.
 Percentage of female students reduces from 70 to 30.
 Percentage of male students’ reduces from 30 to 10 as the data interpreted in the
following ways.

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Table 4 Gender of Students Late-Comers

Gender Frequency Percentage

Male 1 10
Female 3 30
TOTAL 4 40
To reduce the number of late coming students, I advised the students about the effects of
age on their education and the measurement action they took the following changes are
occur.
Thus changes are:
The sample data reduces from 10 to 4.
The number of students aged from 14 to 16 decreases from 5 to 3.
The number of students aged from 17 to 18 reduces from 4 to 1.
The number of students aged above 18 reduces from 1 to 0.
Percentage of students aged from 14 to 16 increased from 50 to 75.
Percentage of students aged from 17 to 18 reduces from 40 to 25.
Percentage of students aged above 18 increase from 10 to 0 as the data interpreted in the
following table.

Table 5 Ages of Students Late-Comers

AGE Frequency Percentage

14-16 3 75
17-18 1 25
Above 18 0 0
TOTAL 4 100

This result shows that working on late students coming problems with responsible bodies bring
radical changes as shown in above.

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 CHAPTER FIVE
5. CONCLUSION AND RECOMMENDATIONS
5.1Conclusion
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. Punctuality of a student to school could change him to become
a better individual who uses his time judiciously in future career.

Thus, this effort should be a collective one, for one stake holder many not be able to overcome.
Reduction of students late coming may serve as a means for the reduction of mass failure
in national examinations. More commitment on the side of the students to education is needed
to better their academic performance.

5.2 Recommendations

. Parents especially mothers should reduce work giving to female students at home,
Especially in the morning hours within which students get ready for school.

• School managers and teachers should encourage students through counseling and
admonition during assemblies on the damages of late coming to school. This should be with
special references to adults and senior students.

• Government at all levels should increase education budget with the view to increasing
number of schools. This would reduce students home school distance, thus reduce students late
coming to school.

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 References
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Schools inthe Universal Basic Education Policy on Ondo State, Nigeria. African Journal of
Educational Research and Administration Vol. 1 No.1, Pg 20-24. Ezewu, E.E. (1982), Some
Significant Factors Associated with Late-Coming among Primary School Pupils.

Nigeria EducationalForum.Vol. 5. No. 2.Pg. 197- 202.Kachchar, S.K. (2002), Secondary School
Administration. New Delhi India. Printed by Sterling Publishers

Private Limited.

Maina, B.A. &Jumare, A.M. (2011), Secondary School Administration in Nigeria: an Overview
on Hierarchy and Functions. Ahmadu Bello University Journal of Vocational Studies.Vol.5. No.
1.Pg 164-175.

Umar, R.T. (2004), Effective Classroom Management for Effective Learning; a Case Study of
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Secondary School, A.B.U., Zaria. Unpublished Postgraduate Diploma in Education Thesis.

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