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Advances in Social Sciences Research Journal – Vol. 8, No. 8
Publication Date: August 25, 2021
DOI:10.14738/assrj.88.10695. Sansaluna-Maulana, S. A., Aliman, B. D. S., & Ulangkaya, Z. K. (2021). Senior High School English Teachers’ Punctuality, Attendance
and Students’ Academic Performance. Advances in Social Sciences Research Journal, 8(8). 564-570.
Services for Science and Education – United Kingdom
Senior High School English Teachers’ Punctuality, Attendance and
Students’ Academic Performance
Saima A. Sansaluna-Maulana, MAELT
Mindanao State University-Maguindanao
Dalican, Datu Odin Sinsuat, Maguindanao, Philippines
Bai Donna S. Aliman, MAELT
Mindanao State University-Maguindanao
Dalican, Datu Odin Sinsuat, Maguindanao, Philippines
Zaida K. Ulangkaya, MAELT
Mindanao State University-Maguindanao
Dalican, Datu Odin Sinsuat, Maguindanao, Philippines
ABSTRACT
This study sought to determine the Senior High School English teachers’ teaching
practices in terms of punctuality, attendance and its relationship to students’
academic performance. Specifically, it determined the Senior High School English
Teachers’ level of punctuality and attendance; the Senior High School Students’
level of academic performance in English; and the significant relationships of the
teachers’ level of punctuality and attendance and their Senior High students’ level
of performance in English. The study used the descriptive-correlational survey
method. The respondents of the study were the twenty four (24) teachers of the
twelve (12) senior high schools of Maguindanao, Philippines. There were two (2)
Senior High English teachers that were chosen randomly from each senior high
schools of Maguindanao. It has a total of twenty-four (24) Senior High English
Teachers. In every teacher, there are 10 senior high school students chosen
randomly with a total of two hundred forty (240) senior high school students. The
immediate supervisors of the teachers from the twelve (12) secondary schools
answered the research problem number 1, while the final grades in English of the
two hundred forty (240) senior high students were taken from their English
teachers to answer the research problem number 2. The respondents of this study
were chosen randomly using lottery. Pearson’s Product - Moment Correlation
Coefficient was used to determine the significant relationship of the level of
punctuality and attendance of the English teachers to the students’ level of academic
performance. Based on the findings of the study, it is concluded that the Senior High
School English Teachers’ level of teaching practices is influenced by their
punctuality and attendance. It further concluded that teachers’ punctuality and
attendance contributed to students’ level of academic performance in English.
Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’
Academic Performance
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Sansaluna-Maulana, S. A., Aliman, B. D. S., & Ulangkaya, Z. K. (2021). Senior High School English Teachers’ Punctuality, Attendance and Students’
Academic Performance. Advances in Social Sciences Research Journal, 8(8). 564-570.
URL: http://dx.doi.org/10.14738/assrj.88.10695
INTRODUCTION
According to the Wijesiri (2015) in his article “Punctuality and Good Attendance will have
Positive Impact on Workplace”. He mentioned that this habit matters, at least in today’s
working societies. Being on time, every time, conveys far more than just good sense of timing.
It tells people that the employees are organized, can be counted, that they value them and
ultimately, that they value themselves. The survey show that punctuality and attendance shows
mastery, competence, integrity, value people, and value oneself [1].
In addition, Friedman (2017) on his study about the impact of the class attendance on teacher’s
performance and students’ learning show that it is common to strongly encourage students to
attend their classes, so that students can learn more and gain better grades. Still, many classes
experience a high degree of absenteeism. The connection between class attendances on student
learning has received considerable attention, and clear positive relationship between class
attendance and course grades [2].
On the other hand, for the teaching - learning process to be effective, teaching practices should
manifest great influence to make the students be involved with it. Teaching requires great
attachment of the teacher and so with the students. This skill plays a great role of being a bridge
to a great communication and understanding [4, 5].
Despite varied views of experts on the importance of teaching practices of the teachers,
identifying the best practices to be used by the teachers is really difficult. According to Senior
High School English teachers of Maguindanao, varied teaching competencies are needed to
engage the students in teaching – learning process as the Philippine Education is on the onset
of implementation of the K to 12 program.
In this regard, the teachers’ practices might motivate the learners to learn better. In other
perspective, it may maximize the interest of the students’ engagement in learning. The teaching
practices in terms of punctuality and attendance of the teacher may help students develop a
more positive outlook about educational outcomes which could help them to facilitate learning.
To identify the teachers’ Senior High School English Teachers’ level of punctuality and
attendance, the researchers would venture on a descriptive survey research on punctuality and
attendance by Senior High School teachers at Maguindanao, Philippines. This prompted the
researchers to conduct the study. This study sought to determine the teaching practices of the
English teachers teaching in Senior High School in Maguindanao, Philippines. Specifically, it
sought to answer the following questions: 1. What is the Senior High School English Teachers’
level of teaching practices in terms of Punctuality and attendance? 2. What is the Senior High
School Students’ level of academic performance in English? 3. Is there significant relationship
between the teachers’ level of teaching practices in terms of punctuality and attendance and
their senior students’ level of performance in English?
METHODOLOGY
This study used the descriptive-correlational survey method. It determined the level of teaching
practices of twelve (12) Senior High School English teachers of Maguindanao, Philippines in
terms of punctuality, and attendance. Since the present condition was concerned with the
significant relationship of the English teachers’ teaching practices and their students’ academic
achievement in Maguindanao, the above research design is most appropriate to use. The
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 8, August-2021
Services for Science and Education – United Kingdom
respondents of the study were the twenty four (24) teachers of the twelve (12) senior high
schools of Maguindanao. There were two (2) Senior High English teachers that were chosen
randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24)
Senior High English Teachers. In every teacher, there are 10 senior high school students chosen
randomly with a total of two hundred forty (240) senior high school students. The immediate
supervisors of the teachers from the twelve (12) secondary schools answered the research
problem number 1, while the final grades in English of the two hundred forty (240) senior high
students were taken from their English teachers to answer the research problem number 2. The
respondents of this study were chosen randomly using lottery.
The research instrument used was the survey checklists. The research instrument was
patterned from the Department of Education Performance Appraisal System for Teachers
(PAST Form B-2). The research instrument was a checklist used to identify the teachers’ level
of teaching performance in terms of punctuality and attendance. It contained data that the
respondents’ immediate supervisors asked to check. The senior high students’ English
academic performance was in the form of obtrusive data and taken from the respective English
teachers.
The teachers’ teaching practices was determined using the scale indicated below:
Scale Description
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Unsatisfactory
1 Poor
It is then interpreted as follows:
Mean Score Description
4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Unsatisfactory
1.00-1.49 Poor
The other source of data for the study was the grading sheets and the copy of the students’
grades in 21st Century Philippine Literature. The students’ grades were availed from the
records filed from their adviser.
The data were gathered, tallied, analyzed, and interpreted with the use of descriptive statistics
such as frequency, percentage, and the mean. Pearson’s Product - Moment Correlation
Coefficient was used to determine the significant relationship of the level of teaching practices
in terms of punctuality and attendance of the senior high English teachers to the students’ level
of academic performance.
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Sansaluna-Maulana, S. A., Aliman, B. D. S., & Ulangkaya, Z. K. (2021). Senior High School English Teachers’ Punctuality, Attendance and Students’
Academic Performance. Advances in Social Sciences Research Journal, 8(8). 564-570.
URL: http://dx.doi.org/10.14738/assrj.88.10695
RESULTS AND DISCUSSION
Senior High School Teachers’ Level of Teaching Practices in terms of Punctuality and
Attendance
Table 1 reflects information on the Senior High School Teachers’ Level of Teaching Practices in
Terms of Punctuality and Attendance. It includes the frequency, weighted mean and
description.
As gleaned in Table 1, data show that item 1 obtained a weighted mean of 3.50 labeled as very
satisfactory. This means that in terms of punctuality, the senior high school English teachers
observed timeliness and promptness of attending classes. It reveals that when the teachers are
observed, they are always attending their classes on time as manifestation of a good teaching
practice.
In addition, item 2 garnered a weighted mean of 3.75 labeled as very satisfactory. The data
explain that senior high English teachers attend their regular classes regularly, and they
performed their tasks more than what is expected of them.
Table 1. Frequency, Weighted Mean and Description Distribution of Senior High School
Teachers’ Level of Teaching Practices in Terms of Punctuality and Attendance
Punctuality and Attendance Frequency Weighted
Mean
Description
5 4 3 2 1
1. Punctuality 2 11 9 1 1 3.50 Very Satisfactory
2. Attendance 4 12 7 0 1 3.75 Very satisfactory
Overall Weighted Mean 3.62 Very Satisfactory
Legend: Range of Mean Description
4.50 – 5.00 Outstanding
3.50 – 4.49 Very Satisfactory
2.50 – 3.49 Satisfactory
1.50 – 2.49 Unsatisfactory
1.00 – 1.49 Poor
Finally, the data on Table 1 obtained an overall weighted mean of 3.62 described as very
satisfactory. This means that in terms of punctuality and attendance, the senior high school
English teachers manifest promptness and timeliness in attending their classes. This also
implies that they attend their classes regularly. The data suggest that the senior high school
teachers show a good teaching practice that gives positive impact to the work plan.
In support, according to the Wijesiri (2015) in his article “Punctuality and Good Attendance will
have Positive Impact on Workplace”. He mentioned that this habit matters, at least in today’s
working societies. Being on time, every time, conveys far more than just good sense of timing.
It tells people that the employees are organized, can be counted, that they value them and
ultimately, that they value themselves. The survey show that punctuality and attendance shows
mastery, competence, integrity, value people, and value oneself [1].
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 8, August-2021
Services for Science and Education – United Kingdom
Students’ Level of Academic Performance
Table 2 presents the data on students’ academic performance. This includes the frequency,
percentage and its description.
Table 2. Frequency, Percentage and Description Distribution of Students’ Academic
Performance
Range of Grade Frequency Percentage (%) Description
90-100 26 10.83 Outstanding
85-89 111 46.25 Very Satisfactory
80-84 64 26.67 Satisfactory
75-79 39 16.25 Fairly Satisfactory
Below 75 0 0 Did not Meet Expectation
Total 240 100.00
Mean = 85.0 (Very Satisfactory)
Table 2 shows that 111 or 46.25% of the students’ got the grade within the range of 85-89
described as very satisfactory. Students’ at this level has developed the fundamental
knowledge, skills and core understandings and can transfer what they have learned in English
independently through authentic performance tasks. In addition, out of 240 students, 39 or
16.25% of the students’ got the grade within the range of 75-79 which is described as fairly
satisfactory. This means the students possess the minimum knowledge, skills and core
understandings, but need help throughout the performance of authentic tasks of what they have
learned in English.
The Table 2 also reveals that 64 or 26.67% of the students’ got the grade within the range of
85-89 described as Satisfactory. This means that students have developed the fundamental
knowledge, skills and core understandings and, with little guidance from the teacher or with
some peers, can transfer these understandings through authentic performance tasks what they
have learned in English.
Lastly, 26 or 10.83% of the students’ got the grade within the range of 90-100 described as
outstanding. This means that students have developed the core requirements in terms of
knowledge, skills and understandings, and can transfer them automatically and flexibly through
authentic performance tasks what they have learned in English.
Generally, students’ academic performance garnered a mean of 85.0 labeled as Very
Satisfactory. This manifests that students have developed the fundamental knowledge, skills
and core understandings and can transfer what they have learned in English independently
through authentic performance tasks.