Tardiness among Junior High School Students

Abstract

Introduction

Attendance plays a pivotal role in a student's academic success, as it optimizes the learning opportunities available during school hours. The act of attending classes contributes significantly to the acquisition of knowledge. However, the issue of tardiness has historically plagued educational institutions, presenting a formidable obstacle for students by causing them to miss valuable class time and subsequently fall behind in their studies. This phenomenon has led to a cascade of challenges, including difficulties in catching up with missed lessons and educators grappling with the task of helping students bridge the knowledge gap. At Union Christian College, the normalization and persistence of tardiness among certain students have been notable, often resulting in their referral to the guidance office. Seeking to comprehend the underlying causes of this tardiness, a comprehensive study was undertaken by the researchers. The primary objective of this study was to identify the perceived triggers behind junior high school students' chronic tardiness.

Method

To fulfil this aim, a descriptive-survey design was adopted to outline the perceived factors contributing to their consistent lateness. Data collection encompassed the administration of a modified questionnaire to a cohort of 30 Junior High School Students from Union Christian College. Utilizing frequency counts and percentages, the students' profiles and the extent of their tardiness were delineated. Additionally, the researchers employed the weighted mean to present the factors believed to be responsible for the students' habitual lateness.

Results and Discussion

The findings of the study revealed that most respondents were male and around 15 years old. Regarding the frequency of tardiness, most students reported being late to school between 1 to 4 times in the preceding three quarters of the academic year. Although not considered severe, this recurring pattern underscored the need for intervention. The students identified heavy traffic as the principal cause of their tardiness, followed closely by staying up late and subsequently experiencing insufficient sleep. Interestingly, factors such as a lack of interest in the first-hour subject, financial constraints, parental guidance, late-night computer gaming, and bullying were found not to significantly contribute to students' tardiness. Notably, the respondents expressed moderate agreement in perceiving a lack of firm and consistent school policies regarding tardiness.

This study implies that traffic congestion stands as the foremost factor contributing to students' lateness, a trend linked to the prevailing traffic conditions in the city. The burgeoning population of the city has exacerbated traffic issues, impacting students' commute times. In addition, the respondents acknowledged that staying up late and having to rise early were linked to their habitual tardiness. Research supports the idea that inadequate sleep resulting from late nights is a pivotal driver of tardiness. The fact that the absence of stringent and consistent school policies was recognized as a contributing factor, even if not the primary one, is noteworthy. This underscores the necessity for educational institutions to enforce more stringent policies and repercussions concerning tardiness to discourage this behavior among students.

Conclusion

Considering these findings, the researchers propose the creation and dissemination of advocacy materials pertaining to time management and healthy sleep habits for students. Reinforcing reminders about the school's policies regarding tardiness should also be a focal point in efforts to mitigate this issue. Ultimately, by addressing these factors, schools can cultivate a more punctual and responsible student body, promoting better academic outcomes and personal development.