CHAPTER II

REVIEW RELATED LITERATURE

TITLE: CAUSES OF ABSENTEEISM AND TARDINESS OF STUDENTS IN

BALENO NATIONAL HIGH SCHOOL.

All students, yet for one reason or another, at one time or other time want miss to a
day of school. The general tendency to engage in such unwillingness is referred to
absenteeism. Student absenteeism is defined by Teasley (2004) as a period of time when a
student does not attend school, has become major and continuous problem among high school
students in many countries. Indeed, numerous studies conducted to answer a question that is
why high school students miss classes. In this notion, Teasley have noted numerous risk
factors that contribute to student absenteeism such as family health, low income, poor school
climate, drug and alcohol use, transportation problems, and community attitudes towards
education. Pehlivan (2006) found that the major reason given by students for non-attendance
at lecture or school were bored at school, dislike of school and lessons, encouragement of
friends, and lack of expectations about education. Wilkins (2008) has reported four themes,
which play important role to motivate students to attend school such as school climate,
academic environment, discipline, and relationships with teachers. Ingul, Klöckner,
Silverman, and Nordahl (2012) found that school absenteeism associated with internalizing
and externalizing behavior, family work and health, and school environment. In another
study, Henry (2007) has noted that parents’ education levels contribute to students’
absenteeism. Simons, Hwang, Fitzgerald, Kielb, and Lin (2010) found that there are an
association between absenteeism of student and unfavorable school setting conditions. In
addition, some researches argued that students’ attitude and motivation for learning was a key
factor in student absenteeism (Devadoss & Foltz, 1996; Gump, 2006; Gökyer, 2012; Kottasz,
2005; Marburger, 2001; Paisey & Paisey, 2004). For example, Kottasz (2005) found that
student with low motivation is absent more than student with high motivation level.
Schwartz, Radcliffe, and Barakat (2009) reported that absenteeism negatively related to
future-oriented academic goals. Watkins and Watkins (1994) found that student absenteeism
was predicted by academic failure, low school effort and previous grades. Another group
authors argued that students’ attitude towards teacher and school play important role in
school absenteeism (Adıgüzel & Karadaş, 2013; Attwood & Croll, 2006; Gökyer, 2012;
Pehlivan, 2006; Veenstra, Lindenberg, Tinga, & Ormel, 2010; Wilkins, 2008). For example,
Adıgüzel and Karadaş (2013) found that student with high level of absenteeism reported
negative attitudes towards school. Attwood and Croll (2006) found that students’ negative
attitude to teachers is related to school absenteeism. As a result, school absenteeism has a
complex nature that includes risk factors associated with personal, academic, family, school
environment, and social variables.

Because of absenteeism has a complex nature, the consequences of high-level school

absenteeism can be detrimental for students. In the other words, the absenteeism among high
school students can lead to more negative effect such as low academic performance and many
social problems. In regarding relationship between student absenteeism and academic
achievement, Epstein and Sheldon (2002) stated that student with absenteeism miss
opportunities to learn the material that enables them to succeed later in school and; fall
behind their classmates in academic achievement. In this notion, previous studies have
revealed that student absenteeism is related academic failure and academic performance
(Adıgüzel & Karadaş, 2013; Altınkurt, 2008; Gottfried, 2009; Klem & Connell, 2004; Korir,
Charo, Ogichi, & Thinguri, 2014; McCluskey, Bynum, & Putchin, 2004; Moonie, Streling,
Figgs, & Castro, 2008; Nichols, 2003; Morrissey, Hutchison, & Winsler, 2014; Yakovlev &
Kinney, 2008). In addition, some authors believed that level of academic achievement lead
school absenteeism (Devadoss & Foltz 2001; Watkins & Watkins, 1994; Wayt, 1990).
Student absenteeism is also associated with social problems. In this notion, Smink and
Reimer (2005) stated that student with absenteeism often engage in high-risk behaviors that
lead to referral to the juvenile justice system. Indeed, research has revealed that student
absenteeism is related to juvenile delinquency (McCray, 2006; McCluskey et al., 2004;
Smink & Reimer, 2005). Previous studies noticed that there is strong relationship between
student absenteeism and school dropout (Battin-Pearson et al., 2000; Alexander et al., 2001
as cited in Tanner-Smith & Wilson, 2013, p. 469). In conclusion, student absenteeism impacts
not only students’ educational progress but also affects their social development.

This literature review examines the impact of students' tardiness on academic

performance, focusing on how habitual lateness disrupts the learning environment and
hinders cognitive engagement. Research indicates a consensus on the negative consequences
of persistent tardiness, emphasizing the need for effective interventions, including
institutional policies and mentorship programs, to address and mitigate these effects.

Tardiness
Lateness typically describes an instance in which a person travels through time and
place after the designated time. It is the incapacity of a person to attend a location at a
predetermined time. In line with Lauby (2009), tardiness in a school setting occurs whenever
a pupil arrives at school beyond the scheduled time. As in, being late is used to describe a
circumstance in which a pupil arrives at school when enough time has passed for such an
event. Tardy students may disrupt lessons, forcing teachers to reteach missed material, and
crucial announcements or academic events might be missed, affecting the classroom
atmosphere (Smith et al., 1996). Smith et al. (1996) stress that "the quantity of time students
spend in the classroom determines their exposure to classroom learning." Students
developing a pattern of tardiness in early school years may carry this behavior into later
years, with tardiness often linked to low-achieving secondary school students who may
engage in substance use and face academic challenges (Cuellar, 1992; Ligon & Jackson,
1988; Mirell, 1987). Punctuality is recognized as a crucial habit, and habitual tardiness can
lead to employment difficulties (Abernathy, 1989). Traditional punitive methods, like office
discipline referrals and after-school detention, have shown limited effectiveness in addressing
pervasive tardiness issues (Chaker, 2005; Sims, 2008; Wilson, 2004). Nakpodia and
Dafiaghor identify various reasons for tardiness, including staying up late, getting up late, late
at night movie watching, and the distance between a student's home and school. Habitual
tardiness can also be learned from family members, especially without a consistent and firm
punctuality policy. Tardiness and absenteeism often serve as markers of the success or failure
of educational interventions aimed at raising student performance. However, the connections
between tardiness, absences, grades, and dropping out of school are intricate (Saba, n.d.).
Educational psychologists focus on identifying the underlying causes of tardiness to address
the issue effectively. Several factors contribute to students being tardy, including not eating
breakfast on time, lacking motivation to attend class, and difficulty getting out of bed in the
morning. External factors, such as relatives, van drivers, and others, can also influence
students' punctuality. Tardiness is seen as a form of absence since it causes students to miss
out on a portion of their learning. In higher education, academic performance and graduation
rates have become subjects of interest. Recent studies explore various factors influencing
academic performance, such as learning abilities, gender, race, family income level, full-time
attendance, grant aid, completion of advanced level classes in high school, high school core
GPA, ACT scores, previous academic performance, integration into university, self-efficacy,
and employment responsibilities.

Factors that Influence Punctuality

There are various reasons why students arrive late to class and other variables that
impact their punctuality. Certain hypotheses have suggested that an individual's personality
plays a role in their tardiness. According to Santillano (2010), some psychological theorists
believed that certain personality traits, such as anxiety and low self-esteem, could be triggers
for tardiness (para. 2). She also mentioned that some theorists believed that being late or early
is "partially biologically determined," which she agreed with, and that some people are
"chronically tardy because they consciously and unconsciously get good things from it"
(para3). According to Diana Delonzor, the author of "Never be late again: 7 cures for the
punctually challenged," which Santillano cited, certain personality traits, such as "struggling
with self-control," "feeling nervous or uncomfortable with social situations," and "getting
distracted easily," could most likely contribute to a person's tendency to be late. There are
situations where students' persistent tardiness is not entirely their responsibility. when
attending the lesson. The way teachers handle delayed students could also have an impact on
a student's punctuality. According to Sprick and Daniels (2007), the teachers' reactions
ranged "from ignoring them to sending them to office". This variance could cause the
students to become confused about the significance of arriving at class on time. Another
reason is a lack of motivation, as students who arrive at school on time do not receive
rewards or privileges. rewards; in addition, tardiness policies are lax, meaning that no action
is taken until ten or more strikes.

Student-teacher connection
TSR is challenging for college students to understand because not many studies have
been done. on this subject in postsecondary education, and the word has several meanings.
This subject has been the topic of several empirical studies in learning settings, but not many
of them have been TSR-focused. Furthermore, most empirical studies have attempted to
characterize TSR in terms of different theoretical elements, including motivation theory,
attachment theory, and self-determination theory, while ignoring the multifaceted nature of
TSR. Furthermore, several scholars have attempted to categorize TSR. based on its unique
aspects. In empirical study meta-analyses, Cornelius-White (2007) and, for example, Roorda
et al. (2011) reported that researchers in educational contexts made an effort to consider TSR
as separate association components. TSR is a broad idea that emphasizes the classroom,
instructional support, and emotional support of teacher’s security, emotional intimacy, and the
ability to resolve disputes. Wentzel et al. (2010), for instance, conceptualized TSR in four
dimensions. Students perform better academically and are more involved in the classroom.
Accomplishment when people experience (a) support, caring, value, and respect; and (b)
success in reaching their objectives. With the assistance of their professors; (c) they are aware
of the standards set by the teachers; and (d) they feel secure in the setting of the classroom.
On the other hand, TSR was described as having three dimensions by Chong et al. (2010).
When (a) educators show concern and give extra assistance; and (b) students are favored for
their cooperation and sense of accountability, they consider their partnership to be fulfilling.
In 2003, Pianta, Hamre, and Stuhlman proposed that TSR is an essential component of the
emotional dimension of intimacy and conflict. When love, tenderness, and emotional stability
exist, it seems that closeness is a good quality in a connection, both between teachers and
pupils. However, in contrast, one component of the interaction between teachers and students
that is detrimental is conflict, which is defined by a lack of enmity, sympathy, erratic
behavior, and unpredictability (Zee & Koomen, 2020). A relationship between educators and
students that is free from conflict, according to Verschueren and Koomen (2017), would
lessen the stress associated with school and boost student participation in the classroom.

Strategies to Reduce Tardiness

This literature review includes findings from various writers' strategies used.
According to studies (Caldarella et al., 2011; Din, Isack, & Reitveld, 2003; Johnson-Gros),
high school received teacher-written appreciation notes in an effort to decrease tardiness.
decreased chronically late students' tardiness by 84% (p. 107). Din and colleagues (2003)
observed a reduction in student tardiness when candy rewards were used as a form of positive
reinforcement using Positive Behavior Support (PBS) techniques, which dramatically
decreased behavioral issues in addition to tardiness. The "positive sweep" was invented in
2007 by Sprick and Daniels. In other words, "after the tardy, administrators and security staff
usually "sweep" the hallways after a bell sounds, sending misbehaving pupils to the office,
where they create passes, keep track of tardies, and direct students to their courses" (p. 22).
Within a five-week period, this method reduced tardies by 90% (p. 2). According to Talkhee,
Shaheen, and Bhamani (2013), there was a noticeable decline in tardiness after putting in
place a six-week reward-based behavior modification program (p. 8). Research by Varghese
(2014) discussing the introduction of a new tardiness policy (p. 2) impacted a 40% decline in
tardiness and a decline in disciplinary problems. The "Zero Tardy Campaign" was
implemented by Principal Catherine A. McDonald (2009) in her school to address tardiness.
Although the district had an attendance policy, each principal had the authority to decide who
was late.

This study compares and analyzes in order to fill this gap. policies about tardiness and
the potential effects they may have on students' attendance, tardiness, or absence without
leave. This chapter extensively investigates the pivotal role of consistent class attendance and
punctuality in a student's academic success and future life management. Drawing on
reputable sources and research papers, the discussion centers on tardiness in the school
setting, its diverse causes, and consequential impacts on students. Notably, familial
influences, academic challenges, and potential employment difficulties are linked to
persistent tardiness, with traditional punitive methods proving insufficient. Various factors
contributing to tardiness are explored, including learned habits from family members, late-
night activities, and geographical distances. Tardiness and absenteeism are considered
indicators of the success or failure of educational interventions, particularly in higher
education where studies examine numerous influencing factors on academic performance and
graduation rates.

Reference:
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Chapter II - RRL TARDINESS ([Link])