Reward System: its Effect to Reducing Tardiness Among Grade 8-Aristotle Students of Tagasaka National High School, S.Y. 2016 -2017

Abstract

INTRODUCTION

This project reward system focused on reducing tardiness among Grade 8-Aristotle students for School Year 2016-2017. As observed by the researcher, tardiness is one of the major problems that hinder the time management of the teacher. It is projected that 30% of the class are coming to school late every day. Students have different reasons for coming to school late. In this, the researcher tried to find out the common reasons of the tardiness of the Grade 8-Aristotle student of Tagasaka National High School.

METHODS

Descriptive method was used. Data collection was based on the survey through questionnaire that contains checklist which was conducted in grade 8-Aristotle students of Tagasaka National High School. Interview has also been done to the identified students. The giving of rewards to students who come early are the interventions made by the researcher. Comparing their academic performance before and after the intervention has been done with the academic ratings for the first and second quarters as references. This research used Universal Sampling. The daily attendance monitoring sheet was used to identify students who often come to school late. The identified students were given questionnaires that contain checklist about the reasons of their coming to school late. The researcher interviewed the eight identified students to know their reasons for coming to school late. Their performances were monitored through their quarterly grades as well as their daily attendance.

RESULTS

Based on the findings and on the data gathered, majority of the Grade 8-Aristotle students who came to school late are in the 10-15 school days in a month. Majority of the reasons for having habitual tardiness is the distance of residence from school. It was found out that there was an improvement in the academic performance of the eight identified Grade 8-Aristotle students after applying the said intervention.

DISCUSSIONS

The results demonstrated the need for the teacher to inculcate to the minds of the students that they must have the inner desire to come to school as early as they can. Constant communication should be made by the teacher towards his/her students and encourage them to wake up very early and go to school every day and instill in their minds the importance of education. In that, they will find enjoyment in coming to school early every day.