Class Tardiness

Findings and discussion The purpose of this study was to establish the effect of using alarm clocks on classroom attendance by schoolchildren. Themes emerging from the literature review indicate that tardiness is an endemic problem that has evolved throughout the history of education and that is duly reflected on post learning activities by those affected.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More Nonetheless, it was also determined that some of the tardy students had extenuating concerns that militated against their desire to be punctual. Consequently, the researcher then constructed an experiment to discern whether the use of alarm clocks could alleviate the problem and improve on punctuality. The methodology applied in the research study was action classroom research as outlined in the previous chapter. The research designed was to answer the following questions: Will the alarm clocks initiative have any effect on classroom attendance? Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? The methodology incorporated a blend of both quantitative and qualitative research methods whereby the collected data from the research was analytically reviewed by means of a thematic analysis. The quantitative data was gathered from the duty rooster and time sheet designed by the researcher to record the arrival times for all the respondents from the participating 3rd Grade classrooms. The survey data was subsequently then entered into a Microsoft Excel spreadsheet for analysis of the statistical propensities during the two months survey period (See Table 1). The arrival timelines were also gauged against the average school attendance that was recorded by the school administration for the entire school comprising 28,400 students. The total population of the participating 3rd grade students during the two mo nths research period was 52. Although punctuality was gauged for the morning arrivals, the students were also monitored on class performance during the test period. Tardiness seemed directly related to their grades in class. During the morning session, 15 students arrived late at least once during the trial periods thus representing a 29% rate on tardiness in the early morning school attendance (Figure 1). The 3rd Graders however improved in tardiness rising above the entire school average of 60%.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Figure 1 Among the three classes, class X had the lowest attendance record with eight students from a class of 19 arriving late. This resulted in 42% tardiness (Figure 2). Figure 2 The other classes were better with class Y registering only 27% latecomers and class Z only 17% (Figure 3 4). Figure 3Advertising We will write a custom research pa per sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More Figure 4 A grading scale was constructed that weighed the severity of the nonattendance or punctuality for the observed participating students. The grading scale was awarded on a typical 10-point grading scheme. In this rating, a grading of 100% to 90% is an A, awarded to those late by just one day or less (none); 89% to 79% awarded a B for those late for three days or less. A grading of 79% to 70% was awarded a C for those who were found late for five days or less; 69% to 60% graded D for those found late for eight days or less; and finally 59% and below graded F for those late for more than eight days (Table: 2). Table 2Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Class Attendance Rating A 100% to 90% B 89% to 79% C 79% to 70% D 69% to 60% F 59% or below On the above grading scale, the entire 3rd Graders class scored B, a marked improvement in tardiness, being above the total school average of 60%, a D grade. Class X being the tardiest with only 58% punctuality rate was rated at F, while class Y was rated C for having 73% students punctual and class Z with 83% rated the best amongst the 3rd graders. Interviews Results from interviews with parents and teachers revealed the necessity of having alarm clocks to prompt tardy students. Most parents openly admitted that they were not very punctual themselves and attributed it to their upbringing on time in school. Both parents and teachers admitted that this had adverse effects on learning as grades for the tardy students constantly registered poorer than those punctual do. The effect of post education proclivity to tardiness was noted constantly having devastating effects. Dismissal s for those at work likely among other disorders in life. Summary There was a marked improvement on punctuality during the trial period attributed to the presence and the use of alarm clocks as the total school average was over 60%. Interviews with the respondents noted keenness by the participants to use the alarm clocks as facilitators for punctuality to school and class. Students’ behavior patterns also improved with morning attendance improving tremendously particularly for class Z. The study thus sought to answer the following research study questions: Will the alarm clock initiative have any effect on classroom attendance? It was established that the alarm clock initiative had some evident effect on the students’ attendance. This was manifest due to the improved attendance registered as measured against the entire school students’ attendance rate, which averaged at 60 percent while there was also a positive impact on class attendances during the trial peri od. Thus, the introduction of the alarm clocks motivated the students to be more punctual though the improvement could have been better in some classes. Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? There were no reported cases of parents refusing to purchase the alarm clocks though some were not prompt enough and had to be constantly reminded before the onset of the study. The researcher in anticipation of reimbursement by parents lent those lacking the clocks. Although the research had sought to purchase standardized clocks to reduce incidences of malfunction, most parent claimed to have the gadgets in their possession hence were not ready to purchase new ones. Thus, it can be concluded that the issue of alarm clocks was sufficiently covered and the ensuring results for the study proved evidence of the use and impact. The study has therefore answered our research questions with the introduction of alarm clocks having a great im pact on class attendance. Similarly, the parents affably and enthusiastically support the project as evidenced with no reported instances of non-cooperation from them. However, on the issue of purchasing the clocks, some parents were of the opinion that they already owned the gadgets. Ultimately, the study was quite successful and proved the need to have prompters in form of alarm clocks to improve on tardiness while actively engaging parents paid dividends. Limitations of Study Like other studies, several limitations were noted during the course of the research study. The first limitation was that the researcher had limited control over the basic instrument for the study; the alarm clock, which had to be operated by the students within their homestead, could not be monitored. The researcher’s second limitation was in ensuring the cooperation of parents. Parents could minimized the necessity for the initiative and not taken it seriously. Another limitation was the inadequate time for the study. The assessment period of two months was not enough to gauge the class performance in relation to their grades. Finally, a fourth limitation was noted in ensuring the cooperation of the teachers, in class X, the poor results indicated some lack of proper supervision by the class teacher, which eventually affected negatively on their performance Bias The nature of the teacher/student relationship was judged to induce some sort of bias since the students were likely to cooperate during the study period to avoid being victimized by their teachers as opposed to the study being conducted by an outsider. The lack of an independent supervisor could also induce some bias since the researcher was responsible for the whole exercise. The influence of teachers to prompt students was a possible bias. Validity Validity was carefully instilled during the study period with various measures undertaken constantly. These included triangulation, peer review with fellow teachers and p rofessionals, and careful review of the interview questions and the results of the study by the researcher conducted to verify the validity. Golafshani (2003) affirms that reliability and validity can be established if the construed outcomes are reliable or related even if the quantification or analysis is redone. However, reliability is statistically non-irrefutable but can only be estimated hence surmising the accuracy of the analysis. Implication for the Research Study The immediate observation from the study was the impact of the alarm clocks on the observed students with a marked improvement on punctuality and general attitude change towards learning. The study indicates that tardiness may not be entirely due to student sluggishness but could be due to domestic factors militating against punctuality. The involvement of the parents also leads to a more positive contributory attitude from them as they become more involved and responsible. Thus, this study has confirmed the effect iveness of action research in solving endemic problems as active learning generates positive results in preparing students academically and in their duties after school. The study is thus vital for improving in eradicating tardiness amongst schoolchildren as this impacts on their learning and later life. Educational officials and school authorities can therefore conduct further studies to reduce the high incidence of tardy students. Nonetheless, the study poses some further questions on whether an independent study by non-teaching staff can produce the same results. A more comprehensive research study that will necessitate a longer observation period is recommended, particularly if collaborated by a careful examination of class performance. This new study should also seek a follow up on former students who were either tardy or exceptionally punctual to appraise their after-school performance. Thus, a linkage can be made on tardiness, class grades and after school performance. If the students can voluntarily employ alarm clocks and finally and most important, whether parents are ultimately responsible for the development of tardiness in their children or is it a genetically hereditary factor? Reference Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. Toronto: University of Toronto. This research paper on Class Tardiness was written and submitted by user Zaniyah Campbell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Class Tardiness Abstract Class tardiness has remained a perpetual problem throughout the history of learning. Although much literature has been expended over issues of indiscipline within the school system, very little has centered on tardiness mainly evolving around absenteeism, drugs, gang links, gun control and violence.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More This study therefore attempts to extend research on class tardiness by discerning the basic questions regarding promptness in school and class attendance by students by initiating a study using 3rd graders at a public school in New Jersey. The methodology applied was action research whereby both students and parents were integrated in the study. The results were quite remarkable revealing a tremendous turnaround of the tardy students becoming punctual after the introduction of a prompter. The study was however limited by time constraints and lack of independent validation. Nonetheless, the study was instructive and gave indication that the dilemma regarding tardiness can be fairly lessened if not eradicated. Problem Statement The issue of class lateness or tardiness has remained an unending topic with teachers and administrators perplexed on how to deal with the phenomenon. I thus resolved to investigate the reasons why this problem of tardiness is so persistent. By unraveling these issues, I hope to propose a more lasting solution to this eternal dilemma hence assist all the stakeholders resolve the predicament. Conclusion And Recommendations The general objective of this research is: To determine why students are tardy in school and class attendances. The specific objectives are: To determine the influence of teachers and school administration in students tardiness To examine the role of family or parents influence on the tendency of students to be tardy. Purpose of the Study The purpose of t his action research is to establish why tardiness has persisted to be an incessant problem in learning despite various measures taken by school administrators and teachers to curb it. By applying an inclusive action research methodology, the study can determine how to resolve the problem of tardiness thus assist the various stakeholders plagued by undisciplined students.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research Questions After careful review of the available literature and the inherent problem, the following two research questions were determined as most relevant to the study. Will the alarm clocks initiative have any effect on classroom attendance? Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? Scope of the Study Class tardiness and absenteeism remain an infinite quandary ever since the start of schooling. Students arriv ing late in class constantly reveal a lack of personal commitment, inherent domestic problems, or other psychological problems while disrupting lessons for others. The study applies intervention measures that aims at generating reasonable prognosis of how to reduce or eradicate the problem as identified. Literature Review Within our school system, teachers and school administrators have always tackled the issue of class tardiness and absenteeism though the latter has being deemed more urgent due to incidents of drug abuse, gang enrollment and gun violence. Nevertheless, the issue of tardiness continues to plague many schools as school and class attendance rates continue being high in most jurisdictions. Tardy students tend to disrupt the whole class thus also affecting the grades of punctual students. This is particularly significant since interruptions are at the beginning of the lessons when as Wong (2004) explains is the most crucial time for students to disseminate lessons. Slav in (2003) consequently emphasizes the importance of teachers setting the tone for lessons during the start of the lesson. Most analysts therefore agree that tardiness is great disrupter of learning and is the precursor for future tardy behavior for the culprits (Eggen and Kauchak, 2005), (Wong, 2004), (Wolfgang, 2001), (McKeachie and Svinicki, 2005). A study by MacNeil and Prater (2001) revealed that, â€Å"both principals and teachers viewed absenteeism and tardiness as their most serious problems† (p. 5). The authors thus proposed for all stakeholders to take a more proactive role in enforcing discipline within schools in view of the escalating problem. Being punctual is not only an obligation for students, but also a part of personal etiquette, reverence, character, significance, and valuable while tardiness reveals a lack of dedication by the student to learning.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More With class tardiness becoming a habit rather than an exception, Wolfgang (2001) has asserted that the onus is on teachers to instill discipline in class that can greatly reduce issues of tardy students. However, Wong (2004) has a different view arguing that cases of tardy students should be left to natural ending whereby the students will be forced by circumstances to change their attitude for the better. Wong thus insist grades should not be used as a deterrent but rather other approaches like awarding certificates with students being made aware of the import of punctuality and potential rewards rather than the negativity aspects. Eggen and Kauchak (2001) are also against extreme severe punishments for tardiness since some students are sometimes quite ignorant of their actions. However, they assert discipline must be upheld and the intervention timely and consistent to make the student aware of the need to be punctual. Lack of pro per class management can lead to severe state of tardiness becoming the norm rather the exception. Wong (2004) who reemphasize the critical years of adolescence when the child’s future is molded to be vital for all time supports this argument. Eggen and Kauchak (2001) have also emphasized the need for teachers to be effective role models for the students, as incidences of their own tardiness will be generally mirrored by the children. Dai and Sternberg (2004) have reiterated the need to motivate students to shun being tardy. Charles (2005) advocates for evoking â€Å"curiosity as the greatest motivator for learning† (p. 103). This makes learning exciting by means of diversity and freshness in the lessons in class . Students can be motivated to compete against other classes and with each other as an impetus to advance their class attendance and boost grades. Slavin (2003) thus agrees that exiting classrooms can be tremendous motivators for students who will be eager to get the next lesson hence will be always punctual.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methodology The design of this study was classroom action research. Hendricks (2009) defines this type of action research as that used by teachers within their classrooms for the proposed express purpose of enhancing performance. Through the action research process, ideas gained from the study can be shared with colleagues. The research centered on the three classes of 3rd graders in the school which the researcher labeled as Class X, Y, and Z to avoid bias and hence create anonymity. Limitations of the Study The researcher was limited by the lack of control of the main instrument for the survey, the alarm clock that was to be operated by the subject students hence offering instances of neglect or ignorance. The study was also dependent on the cooperation of the parents and fellow teachers thus leaving the researcher reliant on their expediency. Lastly, time constraints limited the research in generating sufficient ground for a conclusive hypothesis. Summary This chapter has introdu ced the research topic, the scope of the study, the research questions, methodology used, the limitations to the study, and the literature review. The next chapter will center on a comprehensive literature review. References Charles, C. M. (2005). Building classroom discipline (8th ed.). New York, NY: Pearson Education, 97-98, 103, 136-137. Dai, D. Y., Sternberg, R. J. (2004). Motivation, emotion, and cognition: Integrative  perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates, 11-14, 198, 304. Eggen, P., Kauchak, D. (2001). Educational psychology: Windows on classrooms  (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall, 220-223, 238-239, 243-245, 468-469, 498-499, 507. McKeachie, W. J., Svinicki, M. (2005) McKeachie’s teaching tips: Strategies,  research and theory for college and university teachers. Upper Saddle River, NJ: Merrill/Prentice Hall, 124-127, 136-137, 141-147, 226-227. MacNeil, Angus J. and Prater, Doris (2001). Teachers and Principals Differ On the  Seriousness of School Discipline: A National Perspective. Clear Lake: University of Houston. Slavin, R. E. (2003). Educational psychology: theory and practice (7th ed.). Boston: Allyn and Bacon, 97, 369-377, 508. Wolfgang, C. H. (2001). Solving discipline and classroom management problems:  Methods and models for today’s teachers (5th ed.). New York, NY: John Wiley, 85-88, 233-235, 243. Wong, H. K. (2004). The first days of school: How to be an effective teacher. Mountainview, CA: Harry K. Wong, 133-135. This research paper on Class Tardiness was written and submitted by user Andrea Flores to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.