Taming Tardiness: How "Project TARDI" Transformed Student Punctuality and Boosted Learning
Student tardiness and absenteeism are persistent challenges that plague educational institutions worldwide, often acting as silent saboteurs of academic performance and overall school success. These issues don't just affect individual students; they disrupt classrooms, hinder teaching flow, and ultimately impede a school's ability to fulfill its core mission of providing quality education. In the Philippines, particularly at Mataas na Paaralang Neptali A. Gonzales (MPNAG) in Mandaluyong City, these problems were reaching critical levels within its Senior High School (SHS) community. Faced with a "tremendously increasing" number of tardy students, despite existing rules, the school recognized the urgent need for a more effective intervention. This pressing situation led to the inception of "PROJECT TARDI (Time Articulated Reinforcement in Developing Improvement) in Punctuality: “A War on Students’ Tardiness and Absenteeism”".
Conducted by Mr. Pompio B. Floro Jr., Mr. Ryan Jay C. Verbo, and Ms. Kizzia Anne F. Ferrnaco, this action research project aimed to instill the vital importance of punctuality and consistent attendance in senior high school students, recognizing these as fundamental responsibilities crucial for their right to and pursuit of quality education. By proactively monitoring attendance and implementing a phased system of reinforcement, Project TARDI sought to not only curb tardiness and absenteeism but also to explore their root causes and evaluate the effectiveness of its innovative strategies.
The Silent Sabotage: Why Punctuality is Paramount
Mataas na Paaralang Neptali A. Gonzales is a large public high school, serving both Junior and Senior High School students, with approximately 713 senior high school students enrolled for the 2018-2019 school year. Despite its size and established regulations, the school grappled with a significant number of students arriving late or not attending at all. The researchers highlighted a crucial point: tardiness often escalates into absenteeism. Students who are frequently late might feel so far behind that they simply decide to skip class altogether.
The consequences of this behavior are far-reaching. Morning periods, typically from 8:05 to 9:30, are identified as the "most critical hours" when students are most alert and attentive, often dedicated to teaching "more important lessons and subjects". A tardy student misses crucial parts of these lessons, potentially falling behind academically. Beyond individual academic setbacks, tardiness creates a ripple effect, disturbing the entire class and teacher, interrupting the "flow and system of the whole class". As cited in the research, lateness can be a "disruptive" force and an "early warning of other difficulties," ultimately inhibiting the school's ability to achieve its educational goals. Given these profound impacts, addressing tardiness and absenteeism was not merely about enforcing rules but about safeguarding the quality of education for all.
Project TARDI: A Three-Phase Battle Plan
To wage its "war" on student tardiness and absenteeism, Project TARDI was structured into three distinct phases, each designed to provide articulated reinforcement and progressively address non-compliance. The interventions were carefully considered, keeping in mind the provisions of the "Child Protection Policy" (RA 7610) and the legal principle of "Locus Parentis" which grants school authorities and teachers substitute parental responsibility within school premises.
Phase One: Immediate Reinforcement for Mild Lateness
TARDI Sweep: This intervention was for students who were late for the first period one or two times. Instead of missing class, tardy students were assigned a community service task, such as cleaning a specific area of the school under the supervision of maintenance staff. This aimed to provide a practical consequence without significant academic disruption.
TARDI Room (School Confinement): For students who incurred three instances of tardiness, this involved a period of school confinement. Students would stay in a designated room, working on teacher-made worksheets tailored to their academic track, before joining their second period class. This approach aimed to address repeated lateness without further disrupting the ongoing first period lessons for other students.
Phase Two: Engaging Parents and Understanding Root Causes
TARDI Letter: This phase was triggered for students with five consecutive instances of tardiness and absences. A formal letter was sent to their parents, informing them of the student's attendance record. Class advisers also received this data to take action. This step brought parental involvement into the fold, a critical component given their duty to monitor attendance and performance as per City Ordinance No. 538 s. 2014.
TARDI Forum (Face-to-Face Interview): For students with more than ten absences and tardiness, a face-to-face interview was conducted. This forum aimed to uncover the underlying reasons for their behavior. Students were then required to sign a promissory letter, agreeing to attend a special "TARDI Class" if their attendance issues persisted.
Phase Three: Intensive Intervention and Legal Accountability
TARDI Class: This special class was reinforced for students who continued to incur more than ten absences. Parents were formally notified, often through home visitations, about these mandatory special classes. Class advisers, extending extra effort, would conduct these classes.
Implementation of City Ordinance No. 538 s. 2014 (Code of Parental Responsibility): This final phase brought legal weight to the interventions. Specifically, Article III, Section 9, paragraph 3 outlines parents' duties, including monitoring school attendance and performance. Furthermore, Section 16, Article V mandates that parents violating the ordinance must undergo Parent Effectiveness Service Sessions in addition to any penalties. This comprehensive legal framework underscored the shared responsibility of parents and the school in fostering student accountability.
The Baseline: An Alarming Snapshot (Pre-Implementation)
Before Project TARDI officially launched, data was meticulously collected from September 3 to 7, 2018, to establish a baseline. The first class period began at 7:00 AM, with a 10-minute grace period, meaning students were considered on time if present by 7:10 AM.
The initial findings were indeed "alarming". For the Senior High School students:
Actual Average Percentage Attendance: Only 71% of SHS students (563 out of 795) were present during their first period. This meant a significant 29% of students were either tardy or absent during the first period.
Average Percentage Tardiness: The average tardiness rate was 10.6%.
Average Percentage Absenteeism: The average absenteeism rate stood at 18.4%.
Breaking down the data further, specific sections showed even lower attendance:
Grade 12: Grade 12 HE 4 had the lowest attendance, with only 35% (13 out of 37 students) on time. Overall, Grade 12 students had an average attendance of 73% during the first period for the week.
Grade 11: 11 HE 2 recorded an even lower 32% attendance (16 out of 50 students). Overall, Grade 11 students showed an average attendance of 69.03%.
The data also indicated that many of the lowest attendance percentages came from the Technical and Vocational (TecVoc) strand.
Unearthing the Reasons: Why Students Were Late or Absent
During interviews with 50 students who had incurred more than 10 tardiness incidents in a month, two primary factors emerged for lateness:
"Late wake up": Cited by 14 out of 50 students.
"Late to sleep because of school works": Cited by 12 out of 50 students.
For absenteeism, two main reasons were also identified:
"Late wake up": Cited by 15 out of 50 students.
"Working part-time": Cited by 14 out of 50 students.
These insights provided valuable context, guiding the project's responsive strategies.
The "War" Begins: Project TARDI in Action (Actual Implementation)
With the alarming baseline data, the researchers, with school head approval, initiated an information-dissemination drive to all stakeholders—students, parents, and teachers. Project TARDI was explained to the faculty, and meetings were held with SHS class presidents and secretaries. Students with three consecutive tardiness and absences during the pre-implementation were also called, along with their parents, to explain the project's concept.
The results of the actual implementation, spanning 22 weeks from September 10, 2018, to March 15, 2019, demonstrated a significant positive impact.
Initial Triumph (Weeks 1-5: September – October 2018)
The first five weeks saw a "tremendous increase" in punctuality.
The average percentage of actual attendance soared to 84.04%, a 13.04% increase from the baseline of 71%. This meant approximately 667 out of 795 SHS students were now present during the first period.
Tardiness decreased, with Week 5 marking the lowest incident at 2.73% (24 SHS students).
Absenteeism also showed positive trends, though Week 5 had a higher incident at 16.19% (128 SHS students).
Navigating Challenges (Weeks 6-11: November – December 2018)
This period coincided with the Work Immersion program for Grade 12 students and the approach of the Christmas vacation, posing new challenges to punctuality.
While attendance remained "asymptotic" (never falling below) the critical 71% baseline, there were fluctuations. Week 6 showed strong attendance at 82.19% (555 out of 677 SHS students). However, by Week 10, it dropped to 77.21% (467 out of 606 SHS students), the lowest for the second semester.
Tardiness followed a similar pattern, with Week 6 having the lowest incident at 3.88% (27 out of 677 SHS students) and Week 10 the highest at 7.83% (48 out of 677 SHS students).
Absenteeism saw Week 11 as the highest with 16.66% (108 out of 633 SHS students). The researchers noted that the decrease in attendance near the holidays was "understandable and remained controllable".
Renewed Momentum (Weeks 12-14: January 2019)
After the Christmas break, the researchers focused on students with more than five consecutive tardiness and absences, issuing TARDI Letters to parents and convening student leaders.
TARDI Forums were conducted for persistent cases, leading to promissory letters for attendance at the TARDI Class.
These collective efforts yielded significant "incremental change".
Week 14 (January 21-25, 2019) marked the highest average percentage of attendance since the project began, reaching 89.10% (652 out of 733 SHS students).
Tardiness hit its lowest point in January during Week 14 at 3.17% (23 students).
Absenteeism also reached its lowest point for January and the overall actual implementation during Week 14, at 7.73% (59 SHS students).
These "incremental changes" were seen as manifestations of students "realizing the importance of punctuality in school".
The Overall Victory: A Clear Impact
Comparing the overall pre-implementation data with the actual implementation results, Project TARDI achieved a clear and measurable success:
Average Percentage Increase in Actual Attendance: A significant 12.13% increase during the first period.
Average Percentage Decrease in Tardiness: A 6.26% decrease.
Average Percentage Decrease in Absenteeism: A 5.58% decrease.
The project's strategies effectively addressed the initial alarming rates, leading to more students being present and on time for their crucial first period classes.
Broader Implications: Fostering Responsibility and Right to Education
Project TARDI was more than just a punitive measure; its underlying purpose was to "develop senior high school students the importance of being on time as part of their responsibilities in fulfilling the right to education and quality education". By involving parents, student leaders, and teachers, the project fostered a community-wide approach to accountability. The integration of the City Ordinance No. 538 s. 2014 further solidified the framework of shared responsibility, reminding parents of their legal and moral duties in their children's education. The initial softness in policy implementation, partly due to the Child Protection Policy, was balanced by the school's assertion of "Locus Parentis," allowing teachers to act as "second and substitute parents". This ensured that interventions were both protective and effective.
Conclusion: A Model for Educational Improvement
"PROJECT TARDI: A War on Students’ Tardiness and Absenteeism" at Mataas na Paaralang Neptali A. Gonzales stands as a testament to the power of structured intervention and consistent reinforcement. By systematically addressing the pervasive issues of lateness and non-attendance through its three well-defined phases—from immediate community service to comprehensive parental engagement and legal backing—the project achieved remarkable improvements in student punctuality and attendance. The significant increase in first-period attendance and the substantial decreases in tardiness and absenteeism underscore the project's success.
The findings not only provide valuable insights into the common reasons for these behaviors but also offer a robust, actionable model for other schools grappling with similar challenges. Project TARDI illustrates that a multi-faceted approach, informed by data and supported by all stakeholders, can effectively cultivate a culture of punctuality, ultimately enhancing the learning environment and ensuring that students can fully exercise their right to a quality education. This initiative demonstrates that with thoughtful planning and dedicated implementation, the "war" against student tardiness and absenteeism can indeed be won, paving the way for improved academic outcomes and more responsible, engaged citizens.
Young Adult Behavior Researchers:
1. Dr. Diane Hughes
Dr. Diane Hughes is a Professor of Applied Psychology at the Steinhardt School of Culture, Development, and Education at New York University. She focuses on racial dynamics in families, schools, and neighborhoods in relation to adolescent development. Her research explores how parents teach their children about race, how discrimination affects young people, and how culture influences research methods. She has co-directed NYU's Center for Research on Culture, Development, and Education and has published extensively on these subjects.
2. Dr. Brenda Jones Harden
Dr. Brenda Jones Harden is a developmental psychologist, researcher, and professor. She is a member of the Society for Research in Child Development (SRCD) and is an expert in early childhood development. Much of her research explores early childhood interventions and the factors that influence the well-being and development of young children and their families. Her work is particularly relevant to understanding foundational behaviors that begin in childhood and extend into young adulthood, often with a focus on underrepresented minority populations.
3. Dr. Adriana Umaña-Taylor
Dr. Adriana Umaña-Taylor is a professor at Arizona State University and a leading researcher on ethnic-racial identity and its impact on the development and well-being of adolescents and young adults. Her research is heavily cited, and she has been a co-author on several papers regarding ethnic and racial identity development during these crucial developmental stages. She is also involved in the Empower Youth Lab, which has conducted studies on topics like ancestry DNA and ethnic-racial identity among college students.
