Tables index

From

Factors Affecting Tardiness and Absences: A Basis for Intervention

Rhona Mae S. Moldero, Rachelle A. Acosta, Lex C. Zuniega, Hezron Harvey B. Dulnuan, Brix B. Lobo, Jan Dwayne V. Ramel, Roldan Y. Soriano, Kristel Mae C. Realiza, Regane B. Gapasin, Romiro G. Bautista

American Journal of Educational Research. 2024, 12(6), 187-194 doi:10.12691/education-12-6-1
  • Table 1. Four-Point Likert Scale Interpretation
  • Table 2. Frequency Distribution of Respondents According to Sex
  • Table 3. Frequency Distribution of Respondents According to Grade Level
  • Table 4. Frequency Distribution of Respondents According to General Average
  • Table 5. Grand Mean Results of Respondents’ Level of Agreement on the Factors Affecting Student’s Tardiness and Absences
  • Table 6. T-Test Result When Respondents’ Sex Correlated with Geographical Factors
  • Table 7. T-Test Results When Respondents’ Sex Correlated with Classroom Atmosphere
  • Table 8. T-Test Results When Respondents’ Sex Correlated with Family Factors
  • Table 9. T-Test Results When Respondents’ Sex Correlated with Emotional Factor
  • Table 10. ANOVA Results When Respondent’s Grade Level Associated with Geographical Factors
  • Table 11. ANOVA Result When Respondents’ Grade Level Associated with Classroom Atmosphere
  • Table 12. ANOVA Results When Respondents’ Grade Level Associated with Family Factors
  • Table 13. ANOVA Results When Respondents’ Grade Level Associated with Emotional Factors
  • Table 14. ANOVA Results When Respondents’ General Weighted Average Correlated with Geographical Factor
  • Table 15. ANOVA Results When the Respondents’ General Weighted Average Correlated with Classroom Atmosphere
  • Table 16. ANOVA Results When Respondents’ General Weighted Average Correlated with Family Factors
  • Table 17. ANOVA Results When Respondents’ General Weighted Average Correlated with Emotional Factors
  • Table 18. The Intervention Plan Action Plan Using Kurt Lewin’s Action Research Design for Students’ Punctuality