Introduction
Education has proven to be the most essential background to numerous individuals across the globe. Success of several global greatest achievers has always affiliated with substantial educational background.
Given its renowned importance in shaping the lives of individuals, education from a worldwide perspective has become one of the essentials in human social and economic life. However, the path to success in academic achievement remains arguably the most anticipated outcome of the general learning process.
For the past several decades, substantial research findings have concluded that the level of academic achievement among students remains relatively low, with several factors underlying this phenomenon.
Postmodern research has substantively tried to examine several underlying factors that inhibit ostensible academic performance.
One of the contemporarily contested matters within the educational paradigm is the issue surrounding punctuality in schools with both students and teachers reported to fail in keeping time, which has always been a considerable factor in academic performance.
School or classroom absenteeism and unpunctuality normally result to disrupted learning processes.
Two educational associate members are a key component that determines the successfulness of the educational achievement. Teachers and students are inseparable corporate figures whose association within and outside the school milieu adversely determine the success of either individuals as well as the entire school.
The main discussion for this proposal is the issue of classroom tardiness associated with elementary students and teachers. Tardiness has emerged to be the most modern aspect that is continuously affecting academic achievement.
Tardiness according to its basic definition refers to appearing, arriving or even acting late contrary to the stipulated time. Classroom tardiness may therefore refer to arriving or performing classroom activities in delay.
Classroom tardiness is not however a modern problem within the elementary schools, since it has existed in several academic literatures. Augmented cases of tardiness among students reflect the extent at which student discipline in several elementary schools has continuously deteriorated.
The aspect of tardiness seems to be affecting numerous schools globally and causing dwindles in academic performance.
Aim and Objectives of the study
The purpose or aim of this study is to explore the issue of tardiness in relation to identifying whether it correlates directly with the teaching process and the entire academic performance.
According to Gebski et al. (2002), “an objective is a precise statement of the degree of benefit expected from the intervention, as well as the duration of the benefit” (p.491).
Apart from having the principle focus for the entire study, the study relies on secondary objectives developed to enrich the researcher’s argument with great evidence on the status of student tardiness within the desired study area.
The study will have secondary objectives as follows:
- to examine the extent of class tardiness among students in some schools in United States;
- to identify the major reasons behind class tardiness among students in the targeted schools;
- the study will as well investigate teacher’s perceptions on the influence of class tardiness in their teaching procedures;
- the study will determine how class tardiness affects individual student and school performance.
Problem statement
As the pursuit for greater academic performance continuously arises across the globe, several challenges associated with academic achievement are on a constant rise.
Substantial research linking teacher-student association and their related preparedness to academic achievement has existed, but shaping up student’s behaviors, school and class tardiness remains anticipated matters.
An unattractive number of students within the elementary schools have been arriving in schools and classroom behind schedule. Scholars in different educational backgrounds have consistently cited a greater correlation between school attendance problems and academic performance and students behaviors as well.
Tardiness according to prior studies influence the learning process since it results to classroom disruption that subsequently affects the entire student learning and academic performance.
Contemporary studies on tardiness are increasing with an overview indicating that the tardiness aspect is increasing with time depending on the regions.
Despite evidence and aforementioned studies unveiling the realities behind tardiness in schools worldwide, the impact of this matter remains underestimated. For such reasons, this proposal seeks to explore tardiness in elementary schools.
Literature review
Extensive research in the educational paradigm covering the issue of tardiness in relation to its influence to academic performance has existed and proved quite significant in understanding some internal school affairs affecting knowledge enlightening.
A contemporary study undertaken by Dinkes (2009) demonstrates an example of the studies that uncovered the true situation of tardiness among schools in United States. In this study, several student behaviors emerge to be affecting the school materially, socially and academic wise.
Typically, this study analyzed bullying at schools and other places, physical fights and the existence of weapons and other illegal substances within the schools.
In a bid to consolidate facts about the state of school discipline and school performance, the researcher investigated the issue of school tardiness as one of the behavioral problems.
According to Dinkes (2009), tardiness is a form of indiscipline that involves unpunctuality by students that lead to disrupted learning. Disrupted learning has generally been one of the courses of poor school performance.
In this empirical evidence, Dinkes (2009) undertook a comprehensive comparison of prior surveying processes involving the schools and the staffing across some public and private schools within the United States.
The main objective for this study was to examine if student behavior, student tardiness and class cutting interfered with the learning.
According to Dinkes (2009, p.40), between 2003 and 2004 at least 35 percent of teachers involved in this study agreed or strongly agreed that student behavior interfered with their teaching, approximately 31 percent of the teachers testified that class cutting and student tardiness interfered with their teaching.
However, the proportion of teachers who testified that class cutting, student behavior and tardiness affected or hampered their teaching differed depending on individual teacher and the school environment.
For instance, in this study according to Dinkes (2009), in 2003and 2004, a considerably higher percentage (42%) of teachers in a city or metropolitan schools than in rural or suburban (31%) reported that misbehavior and tardiness interfered with learning.
A continuum of investigations undertaken by Purvis in the report complied in 2008 can successfully provide significant empirical literature that complements the argument of this study. Purvis (2008) defines tardiness to class as a state of arriving late or behind stipulated time for the assigned class.
The researcher investigated three types of tardiness associated with students within the school environment including tardiness to class, tardiness to school and tardiness towards an assigned area of educational interest.
According to this study, some of the basic reasons behind class tardiness may be because teachers failed to dismiss students on time from their previously assigned class, teachers keeping students in class immediately after lesson end, or school administrators stopping students along corridors or simply students having fun or playing games.
Purvis (2008) admits that tardiness is among student misconducts, but according to him, one of the most important issues that the school officials must explore in relation to student tardiness is the aspect of if the tardiness is excusable or non-excusable.
Another significant study that may form imperative empirical evidence to the issue of school and class tardiness is the study undertaken by Martella et al. (2011).
Based on this study, the researcher investigated school safety in depth.
The researcher examined the extent of school safety in America by reviewing comprehensive reports conducted by numerous organizations including National School Safety Center, Institute of Education Science, and the National Center for Education Statistics and the Center for Disease Control.
Apart from covering information pertinent to school-related violence deaths, school safety, physical fights and other forms of school bullying factors, the study considered the significance of investigating teacher’s perceptions of class cutting, tardiness and student misbehavior in relation to their influence on learning.
Similar to Dinkes (2009) this study principally examined reports from public and private school teachers regarding the state of student tardiness, misbehavior and class cutting and their relative influence to their teaching process.
According to Martella et al. (2011), the behavioral phenomenon has been fluctuating in each successive year.
According to Martella et al. (2011), the percentage or number of teachers who report stated that student behavior interfered with their teaching fluctuated between 1987-1988 and 2007-2008.
The percentage of teachers who reported that class cutting and student tardiness obstructed their teaching remained constant between 1999-2000 and 2007-2008.
Furthermore, “there were no measurable differences in the percentage of teachers reporting that students misbehavior or tardiness and class cutting interfered with their teaching between two most recent surveys, 2003-2004 and 2007-2007” (Martella et al., 2011, p.289).
Just as other studies conducted to determine the influence of truancy and lack of proper timing, the researcher in this study noticed that the proportion of tutors who noted that these factors affected their teaching and performance were disparate with regard to individual teacher and school characteristics.
For instance, in the year 2007, “more public school teachers (36%) than private school teachers (21%) reported that student misbehavior hampered learning, 33% verses 18% asserted that class cutting affected learning while 39% verses 33% blamed student tardiness over learning” (Martella et al., 2011, p.289).
Class and school tardiness have appeared in several studies across the globe and the condition may even become worse in future depending on the prevailing conditions of the future in the educational paradigm.
Studies conducted by Thompson (2012) and Abadzi (2007) have portrayed significant influence of class and school tardiness to academic performance and individual student’s behavior. According to the two researchers, very few students can manage to attend classes or schools throughout the term period.
According to Thompson (2012), the problem of student tardiness mostly affects new teachers in a certain environment, but reasons behind such behaviors differ from worldwide.
Thompson (2012) further asserts that tardy students are harmful to the academic performance since they cause disruptions during the teaching process as well as setting negative tone in a class where the possibility of others imitating is considerably high.
On the other hand, Abadzi (2007) claims that tardiness results to disrupted learning since it affects teacher’s instructional plan that subsequently affects the entire class performance.
Finally, empirical analysis of educational reports by Garrett in the year 2001 can significantly provide empirically validate literature necessary to support the basic argument of this study.
Among the most significant issue examined in this study, include trespassing, student tardiness, and student misbehavior and teacher absenteeism that are core factors to poor academic performance among schools worldwide.
According to Garrett (2001), of the total number of principals involved in these studies, 43% of them perceived these issues as serious matters.
The disciple issue most reported between 1996 and 1997, tardiness accounted for 40 percent, absenteeism or class cutting accounted for 25 percent while physical conflict accounted for 21 percent.
According to Garrett (2001), “for elementary and high schools, student tardiness and student absenteeism or class cutting were among three most often cited offenses” (p.13).
In general, student tardiness in an estimated average accounted to 67 percent while school absenteeism accounted to 33 percent with all principles concluding that the level of student tardiness behaviors were on a constant rise.
Research Methodology
Research methodology refers to the techniques employed by the researcher to undertake the study considering all necessary principles covering the research studies.
According to Farrugia et al. (2009), research methodology is a logical way of solving problems while research methods are various measures, schemes or algorithms employed in any undertaken study by researchers.
It is important “for the researcher to know not only the research methods necessary for the research under taken but also the methodology” (Rajasekar et al., 2006, p. 3).
In this proposal, the study will take the qualitative approach where the application of reasoning and words will be imperative to arrive to the conclusion on the stated problem.
According to Rajasekar et al. (2006), qualitative research methodology, “is non-numerical, descriptive, applies reasoning, and uses words…its aim is to get the meaning, feeling and describe the situation” (p.3).
The study will involve several procedures from setting up of questionnaires, undertaking a piloting study, collecting the information and analyzing the data collected appropriately.
Target population and sample size
Since the study involves three important individuals in the education sector, school head teachers and teachers will form part of the target population desired to undertake the research.
The researcher in the context of determining the extent of class tardiness in schools, major reasons behind class tardiness among students, teacher’s perception on class tardiness its influence on individual student and school performance, this study will target five renowned schools within the predetermined study area.
For the study to arrive to unbiased conclusion over the problem identified, the researcher will consider acquiring data from all the teaching staff ranging from the school administrators to teachers.
The study will target at least three teachers in each respective school under the study coverage and approximately five head teachers in all the schools.
The study will manage to acquire approximately a total of fifteen teachers and five head teachers to represent the entire populace in the study. Since the target population will be appropriate to undertake the study, there will be no sampling.
Piloting or/and reconnaissance
The researcher will undertake piloting or/and reconnaissance to the desired study region with the aim of identifying challenges, opportunities and to have a familiarization with the study region.
Piloting or pilot study is a form of study that involves undertaking a visit to the predetermined or determined study area with the necessary data collection material to test their validity and reliability.
During the pilot study, the research will introduce some of the data collection material to non-respondents of the actual study to examine the reliability of the data collection material and the way respondents will behave on the desired data collection material.
Reconnaissance is similar to the pilot study, but in the real meaning of the two aspects to this study.
Reconnaissance will precede the piloting to enable the researcher familiarize with the study area, meet the school administration and seek permission to undertake the research, establish possible challenges that may affect the outcome of the research and estimate the cost of the intended study.
Data sources and data collection techniques
For any intended research study to produce desirable outcome under any given circumstances, the researcher must identify and utilize the most appropriate data sources and data collection methods.
Data sources involve all materials used in collecting information required from the respondents to accomplish the mission of the research. The sources always carry their opinions, ideas or even perceptions in a manner suitable for analysis.
Based on the intentions of this proposal, simple questionnaires will appropriately suit, as data collection material for the teachers while interview schedules will be the most appropriate for the head teachers who will represent the school administration.
The researcher will develop these questionnaires with the assistance of the respective professor to enhance validity and reliability.
Data collection technique will involve planning appropriate data collection schedule that will guide the collection of data from the five stated schools. Each respondent will fill one questionnaire or one interview schedule to reach the desired population required for analysis and avoid multiple, irrelevant responses.
Data analysis and discussion
The researcher will ensure that all data collection materials pertinent to this study are complete in the filling process, collected and arranged properly for data analysis. The researcher will search, verify, and analyze the data in the questionnaires using both qualitative and quantitative data analysis techniques.
Responses obtained in the form of figures will undergo a quantitative analysis approach where analytical tables of frequencies and percentages will represent the results in more simplified and understandable manner (Baxter & Jack, 2008).
Where necessary, the study will consider the application of graphs in analyzing data to provide a comprehensive and easy method of analyzing the data.
Graphs frequency tables and percentage tables form the most appropriate data analytical techniques that are familiar to many, present large information on little space and scientifically validated through empirical research evidence.
The ideas, opinions or even perceptions expressed in qualitative form will have a direct analysis where the researcher will expound and discuss the ideas in details.
The researcher in the analysis phase may consider team members to ensure that the information contained in the study remain reliable and answers all research objectives and related questions.
Discussion of data collected is necessary to provide a deeper insight into the findings and conclusions arrived from the undertaken study.
Since data collected in the study, many are in qualitative or quantitative form, having little meaning to the laypersons and other scholars data analysis is necessary to simplify the information produced by the respondents in relation to the study.
However, data analysis is not a convincible endpoint to the research process since the analysis process may not produce a proof of readable and understandable paper that one can draw possible conclusions from the study.
Central to this reason, discussion of the data collected and analyzed is necessary to ensure that the study produces understandable and reliable research findings that learners and other researcher interested in investigating similar problem can draw possible conclusions and comments (Baxter & Jack, 2008).
The researcher will ensure comprehensive discussion of all data presented in mathematical or arithmetic manner in simple terms and terminologies that interested readers may draw conclusions and/or argue.
Reference List
Abadzi, H. (2007). Absenteeism and Beyond: Instructional Time Loss and Consequences. New York, NY: World Bank Publications.
Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544-559.
Dinkes, R. (2009). Indicators of School Crime and Safety. Darby, PA: Diane Publishing.
Farrugia, P., Petrisor, B., Farrokhyar, F., & Bhandari, M. (2009). Practical tips for surgical research: Research questions, hypotheses and objectives. Canadian Journal of Surgery, 53(4), 278-281.
Garrett, A. (2001). Keeping American Schools Safe: A Handbook for Parents, Students, Educators, Law Enforcement Personnel and the Community. New York, NY: McFarland.
Gebski, V., Marschner, I., & Keech, A. (2002). Specifying objectives and outcomes for clinical trials. Medical Journal of Australia, 176, 491-492.
Martella, R., Nelson, J., Marchard-Martella, N., & O’Reilly, M. (2011). Comprehensive Behavior Management: Individualized, Classroom, and School wide Approaches. Thousand Oaks, CA: Sage Publishers.
Purvis, R. (2008). Safe and Successful Schools: A Compendium for the New Millennium. Bloomington, IN: Author House.
Rajasekar, S., Philominathan, P., & Chinnathambi, V. (2006). Research methodology. Web.
Thompson, G. (2012). First year teacher’s survival guide: Ready-to-use strategies, tools & activities for meeting the challenges of each school day. New Jersey, NJ: Wiley & Sons.