Review Related Literature (DRAFT)

A review of Factors Associated with Student's Lateness Behaviour and Dealing Strategies

This study aimed to systematically review studies that investigate factors associated with student’s
lateness behaviour and dealing strategies. There were at least 24 papers and reports reviewed
regarding lateness behaviour. The related journal papers and reports on factor associated with
student’s lateness behaviour and dealing strategies were downloaded with cut off limit from 1991
to 2013. The papers and reports were then analysed and organized according to the definitions of
lateness and various factors associated with student’s lateness behaviour and dealing strategies.
However, the finding of this study indicate that there were conclusive evidence from the reviewed
literature regarding student’s lateness behaviour, yet the number of articles supporting it was small.
Finally, conclusion of the study indicate that dealing with disruptive behaviour in the classroom is
one of the most challenging aspects of being a professor and the study recommended further
investigations and analysis could be beneficial to obtain a complete vision of patterns of lateness
behavior and coping strategies for the student.

DECREASING STUDENT TARDINESS THROUGHSTRATEGIC REWARD SYSTEM:

AN ACTIONRESEARCH REPORT

Talkhee Ara Malik 1, Shaheen Ladhani2 and Shelina Bhamani3

ABSTRACT

This study examined continual student tardiness within an urban

middle school in Karachi. The primary aim of the study was to improve the punctuality of identif
ied middle school students by providing those with rewards and incentive on the observation of
each decrease in their tardiness. In addition to it, it focused on facilitating and transforming the
behaviour of the parents and teachers towards student tardiness in the school.

Action research design was applied and eight students were chosen for the intervention of
determined strategies. Later, six weeks intervention was planned for the identified students and
incentives were attached for them for coming on time. After the weeks of intervention the post
test was carried out using the similar measures. The data included observations in two
phases; pre-intervention observation and a post intervention observation byreviewing the
attendance register. The results revealed a significant change in the students’ tardiness in the
school post intervention. These findings highlight the importance of a relationship between
institutional practices of reward and behaviour modification in students.

Keywords:

School Tardiness, School Based Action Research, Reward Based Behaviour Modification

The Causes of Late Coming among High School Students in Soshanguve, Pretoria, South
Africa Simeon Maile 1*, Mary Motolani Olowoyo 1

ABSTRACT

Late coming to school has become a major problem in many schools, particularly township
schools with serious consequences. Current research has demonstrated that many schools in
South Africa are performing badly due to inefficient use of the teaching and learning time. In this
article, we argue that while major administrative interventions are undertaken to improve the
quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-
coming has become a cancer that saps away big interventions and strays the performance of
selected township schools in a different direction. The purpose of this research is to investigate
the causes of late-coming among high school students in selected secondary schools of
Shoshanguve. A qualitative approach was used to draw data from high school students in
selected secondary schools of Shoshanguve. The findings reveal that late-coming is common
among learners in selected secondary schools of Shoshanguve. It happens every day for varying
reasons. We recommended practical solutions ranging from administrative improvement to
learner behavioural change. Keywords: late-coming, punctuality, absenteeism, progression,
performance, employment.

Tardiness: Cause and Effect to the Grade12 Information Technology in Iligan

Computer Institute
Abstract
This study aimed to systematically review studies that investigate factors associated with students
‘tardy behaviour and dealing strategies. There are reports reviewed regarding tardy behaviour. The
related journal papers and reports on factor associated with student’s lateness behaviour and
dealing strategies were downloaded with cut off limit from 2012 to 2018. The papers and reports
were then analysed and organized according to the definitions of tardiness and various factors
associated with student’s lateness behaviour and dealing strategies. However, the finding of this
study indicate that there were conclusive evidence from the reviewed literature regarding student’s
tardy behaviour, yet the number of articles supporting it was small. Finally, conclusion of the study
indicate than dealing with disruptive behaviour in the classroom is one of the most challenging
aspects of being a teacher and the study recommended further investigations and analysis could be
beneficial to obtain a complete vision of patterns of tardy behaviour and coping strategies for the
student.

School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the
Literature

Anne G. Wheaton, PhD, Daniel P. Chapman, PhD, and Janet B. Croft, PhD

Abstract

Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse
outcomes, from poor mental and physical health to behavioral problems and lower academic
grades. However, most high school students do not get sufficient sleep. Delaying school start
times for adolescents has been proposed as a policy change to address insufficient sleep in this
population and potentially to improve students’ academic performance, reduce engagement in
risk behaviors, and improve health.
Causes and consequences of sleepiness among college students

Abstract

Daytime sleepiness, sleep deprivation, and irregular sleep schedules are highly prevalent among
college students, as 50% report daytime sleepiness and 70% attain insufficient sleep. The
consequences of sleep deprivation and daytime sleepiness are especially problematic to college
students and can result in lower grade point averages, increased risk of academic failure,
compromised learning, impaired mood, and increased risk of motor vehicle accidents. This article
reviews the current prevalence of sleepiness and sleep deprivation among college students,
contributing factors for sleep deprivation, and the role of sleep in learning and memory. The impact
of sleep and sleep disorders on academics, grade point average, driving, and mood will be
examined. Most importantly, effective and viable interventions to decrease sleepiness and sleep
deprivation through sleep education classes, online programs, encouragement of naps, and
adjustment of class time will be reviewed. This paper highlights that addressing sleep issues, which
are not often considered as a risk factor for depression and academic failure, should be encouraged.
Promotion of university and college policies and class schedules that encourage healthy and
adequate sleep could have a significant impact on the sleep, learning, and health of college
students. Future research to investigate effective and feasible interventions, which disseminate
both sleep knowledge and encouragement of healthy sleep habits to college students in a time and
cost effective manner, is a priority.

Keywords: grade point average, GPA, sleep deprivation, academic performance, adolescence,
sleep education programs
TARDINESS IN RELATION TO THE ACADEMIC PERFORMANCE OF THESENIOR
HIGH SCHOOL STUDENTS OF LA VERDAD CHRISTIAN SCHOOL AY2016-2017

ABTRACT

We should study Tardiness to know what causes and how to avoid this problem especially to
students, this kind of problem affects their concentration to their academic performance in school
and it makes students in getting lazy in school Tardiness has already become a habit of some
students nowadays, being tardy means coming late on school even their house is just beside their
school and it can lead to more serious problems affecting their academic learning as well as in
their performances, if student is not on time every day the student cannot perform well in class
discussions, when passing their output after deadline is also an example of being tardy But up to
now students are still unaware of what will be the consequences to their academic performance ,
in this study the researchers will aim on finding an answer to the different causes and how to avoid
being tardy.

THE EFFECTS OF A HIGH SCHOOL TARDY POLICY THAT IS BASED ON

RESTORATIVE JUSTICE PRINCIPLES A Thesis Presented to the Faculty of California
State University, Stanislaus

ABSTRACT

The issue of increased student tardiness within U.S. schools and the resulting allocation of time
and resources required to mitigate its unwanted effects has been an ongoing problem during the
past two decades. Students who consistently miss the beginning of instruction are more likely to
suffer from lower grades and deal with disciplinary consequences of their tardy behavior that later
require additional school time and monetary cost. The introduction of restorative justice concepts
within some schools’ disciplinary policies came about after the ineffective and damaging use of
zero tolerance policies drew criticism. Restorative justice, though originating from the criminal
justice system, was adapted in education to address problem behaviors among students. Educators
who have embraced restorative justice concepts expect students who have transgressed school
policies to engage in dialog about their behavior. A paired sample t-test was used to determine the
effects of a high school’s revised tardy policy among a group of 163 students during the course of
one academic year. This researcher input the number of individual tardies for students selected for
this study for each of two academic school years into the Statistical Package for the Social Sciences
(SPSS) and set the alpha level at .05. The results of the statistical analysis showed no significant
change in the tardy rate among the group when comparing the academic school year prior to the
subsequent year when the policy was implemented. The findings of this study suggest that the
changes made to the school-wide tardy policy did not significantly reduce tardiness among
students