CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides an overview of the related literature that will be incorporated

into this study. It also includes the research and cited literature of different authors all

over the world, discussing topics and scenarios significantly supporting this study. Above

all, the goal of this research will attempt to discuss the views and the problems of a

student who take part in chronic lateness.

Lived Experiences of Senior High Students in the Problem of Tardiness

As stated, tardiness has been a perennial problem of how to keep students in

school for the whole duration of the week, much more for the whole month and the whole

year

respectively. Students are eager to attend school during their 1st month while others

have managed to reach until school Intramurals. After which, if they were not lucky

enough to be chosen to represent the school in the district and division meet, many

students opt to stop schooling, or some commit a series of absences and habitual

tardiness. A portion also skip classes and are choosy enough on which subject to attend.

They have a shortage of chairs during periodical exams. Since the researcher's office

was adjacent to one of the sections in which absenteeism and tardiness were rampant,

the researcher investigated the students and caught them having conversations with the

students. Hence, the researcher found out that the reason for such behavior was another

reason that no one could imagine, i.e., going to school was boring after those mentioned

sports activities. Sports programs have been an integral part in molding the minds of the

young especially those who were attending schools.

They supported the academics of the school and therefore fostered success in life.

These programs were educational and helped produce productive citizenship. They

helped students experience and build skills that may help them in the future specifically

those sports-inclined learners. Education may kindle the light of knowledge, but sports

help maintains the proper physique. Sports were also an important means of
entertainment and a Proper Avenue for burning excess energies and releasing stress

gained from lectures and classroom activities. It has been a known and proven fact that

participation in high school sports encourages better moods, self-esteem, discipline, and

critical thinking. Students are full of energy, all of which cannot be spent on studies only.

The extra energy can lead students to wrong or unwanted activities which can harm not

only their health but will affect their studies as well. Sports activities are the outlets of

surplus energy. Students who play have their minds occupied and are less likely to have

their minds wander to some other things with nature undetermined. Sports taught

students that they have to play not for their own but for the success of the whole team

thus, developing teamwork and camaraderie. It also helped students lead a more

corporate and mature life as they will be playing different roles that would reflect life roles

at present or in the future. The very breath of sportsmanship is fair play as the noun itself

means honesty, integrity, and loyalty. School sponsored sports became a trademark of

U.S. public education during the Progressive Era. Even here in the Philippines, many

schools have adopted such measures to address the problem of tardiness and

absenteeism (Lagat, 2021).

On the other hand, Odebode (2019; as cited in Sorzano, 2023), observed in Nigerian

Society that students’ lateness is on the increase of indiscipline and negligence. While in

a Local Government Area, Ondo State looked at lateness as a recurrent problem among

secondary school students. Poor preparation for school, going late to bed, distance to

school from home, high level of poverty, peer pressure, and single parenting among

others that the factors responsible for students’ lateness to school as expressed by

Nigerian teachers in elementary schools.

Moreover, Peteros et al. (2019), the present condition of the Pantawid Pamilyang

Pilipino Programs (4Ps)’ students are delinquent in their studies as noticed by most

teachers. Some attend classes often and others sometimes just for the sake of checking

attendance in order not to be marked in their 4Ps form to continue receiving their
allowances. However, these students do not show eagerness to perform the task in the

school.

However, the researchers frequently heard some common sentiments from all

teachers that students nowadays are challenging to teach for they have lesser

understanding and comprehension of the learning concept. Specifically, the teachers

have some complaints about the students in which aside from performing low in the class

most of the students are very tardy and not severe in going to school. Many students in

different parts of Nigeria come late to school habitually, be it private, public, or mission

secondary schools. Between the hours of 9:00am and 10:00am, secondary school

students are seen coming to school which had started by 7:30am or 7:45am. These

problems are considered serious enough in the sense that teachers who ought to be in

the class teaching between the hours of 9:00am and 10:00 am are busy monitoring the

latecomers.

Moreover, it is observed that lateness to school by these secondary school students

is increasing at a tremendous rate all through the country. This area of study noted that

the rate at which students go late to school is on the increase, students are seen at this

early time, they are supposed to be in the school taking their father’s cattle, sheep, and

goats to the field before going home to start preparing to go to school. This could be

because most of the students in this area of study do not like going to school. What they

like doing is getting married at a tender age with the help of their parents and then

attending their Islamic schools. In all, some of them are being forced to go to school

which is why at such odd times they will be seen coming to school not being mindful of

the time and because of this habitual lateness behavior, they perform poorly in their

academics. For example, it is in this area of study that a student will graduate from

secondary school without knowing how to communicate effectively in English (Ngakwe et

al., 2024).
Coping Mechanism of Senior High Students in Chronic Tardiness
Many people find it hard to focus on school, especially with fixed times for being

present, such as attending a whole day class. However, a study at National University of

Nazareth school was conducted wherein senior high school students in grades 11 and 12

went to school at different times (Moral et al., 2018). The 11th grade students will attend

school in the morning, while 12th grade students go in the afternoon. The school imposed

this policy to increase the punctuality of the students. Which will, later, lead to a decrease

in poor academic performance or tardiness. Moreover, Liftoff (2019; as cited in Moral et

al., 2023) stated that having specific class schedules and time may nurture the student’s

learning execution in school while having a good night’s sleep. Which will back the

effectiveness of this scheme, to reduce chronic tardiness of senior high school students.

This strategy of changing the class schedules of both grades, grade 11 respectively for

morning and grade 12 for afternoon will promote fixed concentration. The classes begin

as early as 7:30 AM. Students are required to abide, then will lead them to sleep early in

the night, waking up early in the morning which will enhance their concentration, brain

function, and memory power (Cirillo, 2022; as cited in Moral et al., 2023). On the other

hand, afternoon classes for grade 12 are beneficial to them. They are graduating

students so having afternoon classes will allow them to finish their tasks, complete their

assignments and prepare for exams ahead of time (Sun, 2022). These implementations

can

help students extend productivity while having a good amount of rest.

Meanwhile, this approach aims to improve students' punctuality to combat chronic

tardiness. Punctuality is the quality of being able to finish a task or carry out an

assignment within the deadline (Curator, 2023). It is a particular ability that every student

should possess. Every student’s life places a unique value on punctuality. It assists

students in striking the ideal balance between their personal and academic lives. It

provides students also with just the perfect amount of security, stability, and self-

assurance to help them lead a future. On top of that it aids the learner to develop time

management skills and helps them become aware of the importance of punctuality.
Therefore, being tardy would not be mostly observed. In other words, it is a useful coping

strategy for senior high school students who display a chronic act of tardiness.

Dikker et al. (2020; as cited in Moral et al., 2023), foresees the variations in brain

activity and self-reported levels of focus throughout the day to examine how class

schedules and hours affected students' performance. According to the study, teenagers

perform worse in the morning because they are less awake in the morning. This is

because they may be too sleepy or easily distracted in the afternoon, which causes them

to lose focus in the morning. The results of the study suggested that kids might learn best

about 10:30 AM in the middle of the morning. Although this is the case stated, the

punctuality discipline exerted to the students at National University Nazareth School

influences positive impacts to be productive in academic performance that will lead to

triumph amidst pursuing academes. This implementation is also necessary to reduce the

number of students who fail to turn in their worksheets by the deadline. Alyami et al.

(2021; as cited in Moral et al., 2023) stated that, some pupils might find it difficult to meet

deadlines because of a lack of knowledge about efficient time management.

Assignments and requirements turned in late by students are typically the result of

unforeseen circumstances such as illness, accidents, lack of focus, or prior obligations.

Different coping mechanisms are required when these situations occur in order to combat

chronic tardiness. There could be a lack of resources due to a power outage, a website

malfunction, or closed

reference materials while the key holder is on vacation.

Different coping mechanisms are required when these situations occur in order to

combat chronic tardiness. Continuing, tardiness has different impacts on high school

students. In fact, in U.S., teachers say that the first four to eight minutes of class

discussion does not capture the learner’s attention as well (Richards, 2021). Over and

above that, this undesirable trait not only triggers distraction in the classroom. It can also

create distractions in a learning classroom, graduation fees and universal culture. Luckily,

learning how to deal with various cases of tardiness especially with senior high school

students is quick and manageable and comprehensive strategies are in place. Some
steps on improving students’ tardiness are curating an easy plan for your framework and

planning on how to reduce your work. According to Benjamin (2021), ‘If one desires to

fail, you are anticipated to fail. Before crafting a strategy to reduce tardiness, you must

firstly establish what tardy really means. This varies from school to school however it is

an important procedure to pile students and educators on the same page to attain an

effective learning system for both parties. Although, establishing functional strategies to

combat tardiness, it is crucial to think about the processes that will result in adequate

effectiveness of an approach.

Subsequent to that is implementing a confidentiality policy within the doors of

classroom. Kettering (2021) said that ‘High achievement happens when high

expectations in the framework is foresees’. To foster the students’ highly expected

punctuality, teachers must be encouraged to stand outside the classroom to increase

motivation of students when entering the class. It is proven that when a teacher interacts

with a student with positivity, students are most likely to be encouraged to do well in

academics and decrease the chances of being tardy. This practice nurtures the bond

between the teachers and students. Also, refining this strategy urges the tardiness to be

out of sight in academic premises.

By addressing the point where tardiness is recorded outside the room premises,

schools can create a methodical approach to student’s punctuality minimizing the

chances to become tardy. It highlights not only the absence of tardiness but also lightens

the workload of teachers. Consistency is the key as what they say, to attain tardiness

however embracing this serves as a best practice to your campus life. As per exclaimed

by Jim (2021), ‘Success is neither magical nor mysterious. It is the consequence of

applying fundamentals. This initiative would foster a more supportive environment, where

teachers can also engage in students in extensive level, boosting mutual respect and

understanding. Most importantly, walking through each other

without giving oneself a tardy behavior.

 Lastly, Lai (2021) stated that ‘Oneself should change behavior as opposed to bad

behavior’. Teachers and administrators frequently underestimate the time-saving

potential of automation when devising strategies to lower tardiness in secondary schools.

Students must not be scared to use technology to improve their productivity. When it

comes to more successful and efficient and tardy recording in high schools, automation

can really change the game. Software for tardiness management makes this possible by

removing the laborious administrative load associated with maintaining manual records.

Students that are frequently late can be readily assigned punishments with the use of

automations. For instance, you can provide a consequence that automatically results in a

detention for a certain kid if they are recorded as tardy three times.

Adapting Time Management of Senior High School Students

Purnamasari and Suroso (2020) said that the purpose of this study was to ascertain

how beneficial it is to offer time management support to lessen the severity of tardiness

among female students in the seventh grade. This study has a single subject and is

experimental in nature. Parents and research participants were the subjects of

interventions. While

psychoeducation is the focus of intervention for parents, the intervention involves

supporting the subject in clearly and in writing managing the time of daily activities. The

subject received interventions over the course of four 60minute sessions. During the first

session, the subject was informed of the significance of time management; in the second,

the subject was asked to list the essential daily tasks that needed to be completed and to

identify the activity. In the third session, the participants were asked to assess related

issues that hindered the completion of the allotted time management and potential

solutions to continue carrying out tasks within the allotted time. In the fourth session, the

participants were asked to assess the entire intervention process and draw conclusions

regarding its outcomes. There was only one 30-minute session of the intervention given

to the parents. After the intervention, the research subject is better able to plan his daily

activities and record them in writing, which helps him stick to his timetable. The subject's

mother was more aware of the subject's issues than the subject's father was.
 Ahmad et al. (2019) stated that the main accomplishment of both traditional and

remote learners is handling efficient use of time. Ineffective administration impedes the

academic progress of students. Also, effective time management is essential for raising

students' achievement and performance as time management is a skill that every learner

has to be familiar with and proficient in for better outcomes. We can tell that a student can

only thrive if they are capable of managing their time well. The purpose of this study was

to use structural equation modeling to determine the relationship between students'

academic progress and time management in distance learning institutions. The study's

population comprised students enrolled in distance learning programs at Allama Iqbal

Open Universities as well as virtual. Four hundred individual members of many

departments easily engaged in this research. questions that the respondents created

themselves about time management and to gather data, a five-point Likert scale

measuring academic achievement was employed. from the

participants. Before usage, subject matter experts verified validity weighs scales.

Applications were used to verify internal consistency between the elements. Cronbach's

alpha, Rho-a, and composite dependability as measures of reliability scales verification.

The instrument's

authenticity was confirmed by all three methods trustworthy and legitimate.

For path analysis, data were carefully examined. Yes, a substantial correlation

between academic performance and time management severely impacts student's

capacity to learn. Learners using online instruction might greater attention to effective

time management skills in

order to improve academic performance.

It is evident that procrastination has a detrimental effect on students' attendance.

Gareau et al. (2019) said that a number of 258 university students participated in a study

where they were required to complete self-report measures of academic procrastination

and coping, as well as their tests of working memory. The study investigated the

connection between academic procrastination, coping mechanisms, and working

memory. The participants of their study were asked to fill out questionnaires about their

academic procrastination tendencies and how they cope with academic stress.

Additionally, it is said in their study that the students were given tests to measure their

working memory abilities and to be able to know if the influence of procrastination did

damage their working memory. Moreover, the study was conducted in a university locale

and the results could provide awareness of how to support the

students in their academic activity best.

As the data was put through the structural equation modeling process, it became

clear to us that academic procrastination had a negative effect on following academic

achievement. This effect persisted even after controlling for high school achievement and

working memory capacity. The results indicated that most of the students who engage in

academic procrastination are likely to experience a bad mark in their academic

performance despite

having good high school grades and working memory capacity.

It is said that the findings attained from the structural equation modeling indicate

that academic achievement is likely to be adversely affected by the academic

procrastination,

regardless of the individual's high school achievement and working memory capacity.

In conclusion, the studies and associated data gathered from many writers

demonstrate the subject's significance because tardiness is a problem that requires

careful attention. Not only can students exhibit potential tardiness, but teachers also need

to fit in well when encouraging their students to avoid being tardy. Authors take a specific

stance when it comes to relating tardiness to personal experiences, coping mechanism,

and senior high school perspectives on the issue. Various methods, such as the

quantitative approach, are used to assess how well students are being punctual in

combat against tardiness. It is an excellent element for extending the correct

generalization that will be advantageous to the study.

 The literature review showed that lived experience of senior high school can affect

tardiness due to various reasons. For example, students may feel a sense of entitlement

as they are coming to an end to their high school journey, leading them to prioritize

socializing or other activities over punctuality in school. Additionally, students also may

have developed a habit of procrastination or a lack of motivation towards attending

classes regularly, especially if they feel they have already attained the qualities that a

senior high school possesses causing them to think they are in the Level of superiority

that allows for more absence in attendance. Overall, the unique elements and

expectations of being a senior in high school can contribute to a higher chance of

tardiness compared to their lower grades who follows immediate

schedule.

Also, the study proves that coping mechanisms for senior high school students

dealing with chronic tardiness are important because they can help students effectively

manage their stress and anxiety related to being consistently late to school. Such as the

first study which imposed the different time attendance od Senior high school students to

increase their punctuality in the school. The authors also asserted various ways that

made students more productive amidst having academic commitments; and still having a

right amount of rest chronic tardiness can often lead to feelings of embarrassment, guilt,

and inadequacy, which can impact a student's self-esteem and overall wellbeing. By

implementing coping mechanisms such as time management techniques, establishing

routines, seeking support from teachers or an older adult, and practicing relaxation

strategies, students can build resilience and develop healthier habits to improve their

punctuality and reduce the negative consequences associated with chronic tardiness.

Leading them to perform well in school, still enjoy test times, personal

recreations, and self-car.

Moreover, the authors also highlighted the importance of knowing the insights of

Senior high school students in adapting to time management tools because it can have a

direct impact on their ability to manage their time effectively. By knowing how students
view and utilize time management tools, teachers and administrators can scheme various

solutions and support strategies to help students improve their time management skills.

Students’ personal perspective can provide valuable information on which tools are most

effective, which ones are preferred by students, and how these tools can be essential into

the students' daily routines. Understanding how students perceive and use time

management tools can also address affect potential obstacles or barriers that may hinder

their adoption and effectiveness.

In summary, the literature review highlights the significance of addressing tardiness

in senior high school students. Authors emphasize the impact of personal experiences,

coping

mechanisms, and school perspectives on tardiness. Factors such as permission,

procrastination, and lack of motivation can contribute to chronic tardiness among seniors.

Coping mechanisms play a crucial role in managing stress and anxiety related to

tardiness. Implementing attendance strategies and fostering a productive environment

can help students overcome chronic tardiness and improve their overall well-being.

Additionally, authors also tackled the importance of implementing coping mechanisms

and time management techniques to help students develop resilience and healthier

habits to improve punctuality and reduce the negative consequences of chronic tardiness.

They emphasize the significance of seeking support from teachers or an older adult and

practicing relaxation strategies. The insights of Senior high school students are crucial in

adapting to time management tools as this can directly impact their ability to manage time

effectively. Teachers and administrators can use students' perspectives to identify

effective tools, preferred methods, and integrate these tools into daily routines to address

potential obstacles in improving time management skills.

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