CHAPTER II

REVIEW RELATED LITERATURE

Given the importance of being punctual, this chapter aims to explore and find out the

factors that affect the punctuality of TVL4 CSS student. This chapter deals with a brief review of

the work already done in the area chosen for the study. The review of related literature helps the

researcher to define and delimit the research problem. It enables him/her to formulate hypotheses

and an effective research design and specific procedures to be adopted while conducting the

research. Further it includes facts about tardiness, the different factor that can affect punctuality

and its effect to the CSS senior high student also helps to identify the gaps, in already completed

research and acts as backdrop to interpret the results of the present study in comparison to the

previous studies. From reliable research materials like online journals and research papers, we

will provide some facts and theories from authors, teachers and notable people in order to have a

concrete justification of our study.

Related Literature

Immersion performance. High School (SHS) students are now given the chance to

enhance their skills in their respective academic track through the K to 12 Work Immersion

Program as a means to develop competencies and work ethics in preparation for the real world

and its challenges. This work immersion provides learners with opportunities to learn about the

workplace, as well as the authentic work environment. Work Immersion is a key feature in the

Senior High School program. Guidelines have been formulated based on the experiences of tech-

voc schools,” said Schools Division Superintendent Dr. Bianito Dagatan.

Ladders more quickly Rocco (2007) The job immersion Safety and Health
Administration that untrained workers are more susceptible to injuries. This happens when

workers lack the knowledge and skills required to use equipment and supplies safely. The

problem could be fatal in work environments that contain heavy-duty machinery and hazardous

materials If the student does not have the necessary capability, skill or knowledge to do the job,

their performance suffers.

Azubuike (2012) added that Vocational/Technical education subjects thought to attract

many students because of its laudable importance but reverse has been the case. The reason for

this probably was due to people’s perception that it does not require specialized kind of training.

The students have the feeling that even if one was at home he or she can acquire the necessary

skills like Cooking, farming, masonry, etc. without formal training. But this is may help the

student get a better job in future because some company seek for a person with knowledge

related to work, easily learn and can perform fast in specific task. The student must receive

training on the appropriate procedures and how and when to use highly technological. Unskilled

employees could spend considerable time seeking help to perform their jobs or they could

perform tasks to their understanding, to the detriment of the work process. This could lead to

errors and work needing to be repeated or corrected. When more experienced employees spend

time monitoring unskilled workers or trainee it detracts from their work and affects their

production as well. In job satisfaction the company measure the trainee in term of values,

knowledge skill and can adopted inspected changes in the companies and as well can cope with

failure

According to Dunn and Dunn (2010), a student “should be a part of every dynamic

educational program,” and as a powerful teaching tool it should stimulate individualized learning

that may help to produce knowledge into action. This program helps the person to gain more
knowledge. (p. 31). This gave the students more opportunities to be actively involved in the

educational process, and it enabled the teacher to offer a variety of learning opportunities for the

mixed-ability students. The learning opportunities changed with the types of assignments, the

availability of resources for hands-on activities, enrichment activities, and review activities for

reinforcing curriculum concepts. The program helps a student or person to have a knowledge that

may use in a work or work immersion to get the satisfaction needed by company.

Knowledge is the key to success without knowledge you can’t perform and complete a

task successfully related to job duties. There’s two form of knowledge declarative and procedural

knowledge. Declarative knowledge refers to expertise regarding facts, rules, and principles,

whereas procedural knowledge refers to the application of declarative knowledge in practice.

Many company highly selected those skilled workers related to their qualifications they describe

the employee in terms of knowledge skill to perform a task successfully if untrained workers are

more susceptible to injuries. Unskilled employees could spend considerable time seeking help to

perform their jobs or they could perform tasks to their understanding, to the detriment of the

work process. This could lead to errors and work needing to be repeated or corrected. This

happens when workers lack the knowledge and skills required to use equipment and supplies

safely, If the student do not have the necessary capability, skill or knowledge to do the job, their

performance suffers. These related literatures show that job performance is important to get the

satisfaction of the company.

Sex.(by Sherrie Scott 2008)Gender differences within the workplace. They are essentially

the characteristics that influence male and female behavior in the workplace. These influences

may stem from psychological factors, such as upbringing, or physical factors, such as an

employee's capability to perform job duties. Differences may also stem from gender stereotypes
related to men and women.

Men and women experience differences in perception in the workplace. According to the

book, "Managing in the Age of Change: Essential Skills to Manage Today's Workforce," by

Sophie Hahn and Anne Litwin, an employee's gender can illustrate differences in perception

related to organizational structure, problem-solving style and view of work-related conflict. Also,

differences in individual working style are notable. According to the book, women perceive that

individual work styles should be collaborative, where everyone works as part of a whole. Men,

on the other hand, perceive that work should be completed independently without the assistance

of others. Women also tend to be more supportive managers, whereas men are more direct

Gender differences in job satisfaction have attracted the attention of many researchers; in

(2009 Greenhaus, Parasuraman and Wormley) found no significant differences in gender but they

justified this outcomes explaining that the male participants have been given a special task than

female, who had more clerical jobs. They supposed that women could be happier when they have

less demanding jobs because of their lower expectation.

Gender differences in lateness behavior may be related to differences in how men and

women perceive the ethics in any organization. One commonly held approach is that women

have different values and ethical views than men; therefore, gender differences in attitudes, such

as to commitment and justice, are expected. According to Gilligan (2012), males and females

have distinctly different moral orientations. These different values and traits cause men and

women to develop different work-related interests and practices. Therefore, men will seek

competitive success and are more likely to break rules because they view achievement as

competition. Women are more concerned with doing tasks well and promoting harmonious work

relationships. Therefore, women are more likely to adhere to rules and to be less tolerant of those
individuals who break them

Jason M. Lindo, Nicholas J. Sanders and Philip Oreopoulos (2008), made a study on

gender differences in response to performance and educational incentives while analyzing the

previous studies. Previous studies had established that women are more responsive to positive

incentives than men. Women respond to advising and scholarship programs while men do not

(Angrist, Lang, and oreopolous 2007); (Angrist and Lavy 2002). However, because all of these

papers focus on policies providing positive incentives, little is known about gender differences in

response to negative incentives.

Evidently established is the fact that theirs a significant difference between male and

female on punctuality and knowledge skill depends on their assigned task, commitment and

moral orientation. The null hypothesis of no significant differences on both male and female was

not accepted.

Age. According to Clikeman (2008), “Just because you have a classroom full of students

who are about the same age doesn’t mean they are equally ready to learn a particular topic,

concept, skill or idea. It was important for teachers and parents to understand that maturation of

the brain influences learning readiness. For teachers, this was especially important when

designing lessons and selecting which strategies to use. “She added that all children need to be

challenged and nurtured in order to profit from your instruction. Instruction that was above or

below the maturity level of a child’s brain was not only inappropriate; it can lead to behavior

problems in your classroom. Inappropriate behaviors avoidance, challenging authority and

aggression towards other students can be explained by a failure to match instruction to the brain

maturity of your students. Furthermore, she stressed that all brain functions do not mature at the

same rate. A young child with highly advanced verbal skills may develop gross and fine motor
control more slowly and have trouble learning to write clearly. Another child may be advanced

physically but not know how to manage his/her social skills. Others may be cognitively

advanced but show emotional immaturity.

According to study of Nicole Giese (May 10, 2009) Children and adults were compared

according to performance level, defined by the number of correct answers and the time it took to

complete a word task. Then, the researchers compared the fMRI snapshots of children and adults

who were similarly good at the three tasks. Brain activity varied between people of different

ages, even though they were performing the same tasks at a similar level of proficiency. Relative

to adults, children tended to use more regions of their brains to complete the word tasks,

activating more regions near the back of the brain. At the same time, children showed less

activation in some regions at the front of the brain that have been commonly seen in adult studies

of word processing.

(Rick Suttle ,2010) studied the effect of age on job performance A person's job

performance does not necessarily suffer just because a person gets older. However, there appears

to be some correlation between diminished job performance and age with respect to certain job

tasks. According to the BBC News article "How Aging Affects Your Ability," aging is most

likely to affect job performance if job tasks require sensory perception, selective attention,

working memory, information processing, rapid reaction or physical strength. Most professional

jobs require people to compose and answer emails, research information and even write reports.

Older people may have trouble seeing the very small print on computers or have difficulty

reading emails, newsletters or other research materials. People lose bone mass and muscle

strength when they get older. An older person that is required to lift heavy objects on a job might

be at a disadvantage. Some positions, like restaurant jobs, also require a lot of physical stamina
and energy. Older workers may have difficulty keeping up with the demands of a restaurant or

even a factory job that requires a lot of lifting.

The related literature on age show that the same age of use it doesn’t mean they are

equally ready to learn particular topic, concept, skill or idea it’s on the maturation of the brain

influences learning readiness. Furthermore, she/he stressed that all brain functions do not mature

at the same rate. And young and old were compared according to performance level the brain

activity perform task at similar level of proficiency Age in the study there no clear-cut point at

which decline exceeds growth, and some growth and opportunities for either improving or

preserving abilities.

Punctuality. If teachers are asked, (Berg, 2007) what was the most important student

characteristics associated with successful studies, they usually mention traits such as attitude,

motivation, and genuine interest. Similarly, questions about the importance of attitude (Dalgety

et al., 2010), and of motivation (Covington, 2013) have been investigated by many educational

researchers. One of our key findings is that whether education matters to job performance

partially depends on the definition of job performance. For instance, if counterproductive work

behavior is defined very specifically as level of tardiness, education might have no effect

whatsoever. On the other hand, if performance is defined in terms of absence or workplace

aggression, the influence of education may be stronger. Thus, in order to obtain a more complete

picture of the broad effects of education on worker productivity, we also recommend researchers

to collect at least two kinds of performance measures in each study.

Values are intrinsic, enduring perspectives on what is fundamentally right or wrong

(Judge & Bretz, 2008; Ravlin & Meglino, 2009). In high school and college, rarely is the focus

of education only on enhancing cognitive ability and job knowledge. Instead, through classroom
instruction and extracurricular activities, students are trained to follow rules, respect discipline

and tradition, maintain high moral standards, and exercise mature judgment after graduation

(Bear, Manning, & Izard, 2006: Ford,Olmi, Edwards, & Tingstorm, 2007; Rest, 2007; Swenson-

Lepper, 2008).

Being punctual is a skill any man can master; it doesn’t take any special talents or

Abilities. But even if you feel it’s an important trait to develop, you may still struggle with being

on time and find the habit of always running late extremely difficult to overcome. Each time

you’re tardy, your re-commit to becoming more punctual, and yet soon find yourself running

behind once again. It’s not strictly a matter of one’s busyness; the busiest people are often the

most punctual, while those with the least to do sometimes struggle the most with being on time.

It’s also not that late people don’t set aside enough time to arrive on schedule; even when they

give themselves more time, they simply end up taking more time, and still arrive late. And

contrary to the popular conception of later-comers as lazy slackers who willfully disregard the

needs of others, most folks who struggle with being late do want to be punctual. But telling

themselves to “just do it” isn’t effective, as there are often deeper, unconscious issues and

motivations at work. (Brett & Kate McKay | July 18, 2012)

Because lateness violates school norms and values and reduces the quality and quantity

of educational work, it can be considered a form of employee deviance, which has been defined

as the “voluntary behavior that violates significant organizational norms and in so doing

threatens the well-being of an organization, its members, or both” (Robinson and Bennett 2012,

p. 556). If teachers derive their values from the school in which they are socialized, it follows

that their approach to what is desirable and to ethics will be similar to

example, organizational commitment and job satisfaction. Avoidable lateness (stable periodic
lateness) occurs when employees have better or more important activities to do than arrive on

time. Leisure–income tradeoff and work–family conflict may be positive antecedents to this type

of lateness. Finally, unavoidable lateness is due to factors beyond the employee’s control, such as

transport problems, bad weather, illness and accident ( Blau et al. 2008)

Lateness, then, stems not only from unavoidable situations, but also from avoidable ones

deriving from perceived unethical conditions. One example is when teachers choose not to come

to school on time because their leisure time is more important than their work or because they

dislike their work.

Instructors who habitually arrive late to class themselves are poor models for their

students and should find any reasonable means possible to correct this form of unprofessional

behavior. Generally speaking, strict rules and adverse consequences for chronic lateness almost

always improve attendance and punctuality. Remember, this form of passive-aggressive behavior

can be remedied if you allow yourself to use a clear, fair, and proportionate set of adverse

consequences to deal with it.

As UP students, we are expected to perform well with excellence in everything that we

do, most especially in the academic aspect. One factor that dictates the quality of performance of

a student is his/her punctuality that is, getting to school on time or being tardy. As cited by

Nakpodia and Dafiaghor (2011), “lateness” can be defined as the “situation where an individual
th
arrives after the proper, scheduled or usual time (Oxford Advance Learners’ Dictionary,7 ed.,

2007), Lauby (2009) puts it as a term used to describe “people not showing up on time” and

Breeze et al. (2010) contributed by saying that, lateness is synonymous with “tardiness”, which

implies being slow to act or slow to respond, thus not meeting up with proper or usual timing.

Lastly, Weade (2007 defined tardiness as “being late for any measurable length of time past the
stated or scheduled start time for work or school.” In most schools, a student is considered tardy

when he/she is not present when the schools bell rings or when the first teacher starts to give

instructional materials for the first subject in the morning class.

Nakpodia and Dafiaghor (2008) attribute lateness or tardiness to a lot of factors or

causes. Going late to bed and waking up late next morning are the most common. The authors

added film-watching late at night as a cause for tardiness. The student may forget that he/she

needs to be in school the next day. The distance between the student’s home and school or solely

the school’s location is also considered by Nakpodia and Dafiaghor as a possible cause for

tardiness. Not just because it takes more time to get to school, but according to the authors, the

student is susceptible to more distractions and hindrances along the way. Parent’s untimely tasks

and commands are also reasons that students come late to school. Habitual tardiness can also be

learned from other members of the family, especially from the older ones. Lack of a firm and

consistent policy on punctuality also encourages students to come late at school since there are

no consequences attached to lateness or tardiness. These causes of tardiness will lead to serious

effects

Punctuality is one most needed on daily life or job satisfaction. Being punctual builds

and reveals your discipline but Being late hurts your professional career and takes a toll on your

life. Whether you’re an employee or in business for yourself, being late can hinder your

professional success many company have restricted policies on punctuality if you arrive late you

probably won’t land the position in the first place. Always running behind simply hurts you in all

areas of your life. It results in lost opportunities. This related study helps the present study to

proof that punctuality’s have significant effect.

Transportation. The study conducted by Peter, Christopher and Kazumari (2011)

showed that some of bus conductors have limited number of students to be boarding to and from

school at rush hours such situation leaves large group of students without any alternative. Also

the study revealed that students cannot participate effectively in different school activities which

include within and outside the classroom as they come late or depart immediately after school

hours in order to attempt to reach home early. This study considered hardship for students to

board public buses as well as lateness but failed to identify transport cost which is the obstacle

for student school attendance.

Umaru (2008) observes that majority of schools in rural areas were not properly located,

thus results to denial of access to a group of children. This also reduces students’ attendance to

schools. This trend is more among girls of all these possible reasons. Students are always blamed

for late coming to school. Ezewu (2007) observed that late comers in most schools are either sent

back home, given some piece of work to do or given some stroke of cane without.

Transport is one of the major problem facing students in Dar as Salaam city to attend

their classes at specific time due to distance where the schools allocated. It is difficult for

students to get to school in the morning as adult people and bus operators compete with them to

board the public buses (Onyango, 2012). Transport has consistently caused problems for students

although the government is trying to make effort to improve it. The government has introduced

city train and it is in the process to launch Bus Rapid Transit (BRT) for transport accessibility for

all users but these cannot save transport for students since both are directed to the Central

Business District (CBD) where few community secondary schools are allocated.

Reliability is the ability to deliver a service as planned, and is normally expressed in

terms of the proportion of mileage 'lost' due to factors such as traffic congestion or mechanical

failures [3]. In particulars, reliability is the capability of the transportation system to adhere to a
schedule or maintain regular headways and a consistent travel time; which is the on-time or

punctuality performance and headway evenness. (Noorfakhriah Yaakub and Madzlan Napiah

2010)

Student transport is very important although there is little attention by government which

has led to significant impact on transport demands for students during peak hours. As a result,

according to Lurdes, Didier and Pascal (2003) can facilitate drop out in schools for children from

poor families. Numbers of studies have established that poor student attendance is an important

predictor of school failure (Janes, 2009). Achievement gains in education are determined to a

great degree by time-on-task and time allocated for learning. Students who spend more time on

task tend to demonstrate more achievement gains than students who spend less time on task

(Sanford and Evertson, 1983; McKinney, 2000).

The lack of location technique in Dares Salaam city when building community schools

has brought negative results for students and parents. Many of the students assigned to those

community schools tend to be from outside of their communities (wards); therefore, they have to

travel a considerable distance to get to school that may hinder the learning time.

The amount of learning time is very crucial to student achievement because students involve into

the learning setting with diverging levels of knowledge. Thus, when learning time is fixed, it is

obvious that some students will learn at a high level, some at a moderate level, some at a low

level and some will not learn at all due to being late and transport tension as well as tiredness

(McKinney, 2000).

The related literature shows that transportation has significant effect to the punctuality of

a person or an immersion student because transportation is the most convenient way to go faster

to the work place or respective area. In rush hour this is the time that we hard to get a vehicle
because of full passenger as well the traffic that can cause lateness to a person. And some

workers house is too far in their work place so they can’t easily find a vehicle.

Family Status. Another difference is the environment impact of the families with

high/low income to their children learning. Some students from low income have difficulties to

understand or learn as fast as others. Their vocabulary can be less and not that much as the other

students from different background. Also, their way of learn and understand are different from

others, because their parents may not help them at home or they have single parent. If they are

poor then their parents must work all the day for them, which will be no time to help their

children with homework. Another thing is the stress they have and their family at home. These

may affect their grades because no one help them or even, sometimes, care about their success in

schools (Jensen, 2013).

This is the most popular problem for students. Not all of them can have computers or

other technology in their homes. While our education these days depends in technology

especially when they have homework or research paper should be done at home. Moreover, not

all the families can provide this 5 for their children. So, student’s success depends on what their

family can give them. Each child must have his/her right to learn as others. No matter about their

backgrounds or their families’ income. Schools must find solutions to help them for better

education and not judge them for their family low income (Beck, 2011)

Another study that has been reviewed is by Davis, Gordon, and Burns, (2011). In this

study the authors showed another example of the low-income families and their children

educations, who are suffering from asthma. These kinds of children are having problem with

education since their preschool. The author represents that student’s absences affected their

education and how their family are having problem with their medical cares. The author did not
show methods or results but it showed facts about children from early childhood. These students

are behind others from different family background that is suffering from asthma too. The family

income can have affected their children education in their early years (Davis, Gordon, &Burns,

2011).

The study above show that family status has significant effect to the academic

performance, achievement and punctuality of the learner’s in term of financial support. The

capability of the parent to support the daily needs of their child can affect the performance in

their field if the low-income families cannot provide the needs of their children at the same time

the learning of the child will suffer cause by absenteeism that result loss of opportunity to learn

and perform a task.

Related Studies

Factors that affect the level of punctuality and knowledge of Shs student entitled by

(Abdillah Bin Royo & Surian Binti Muda,2010)

There’s a few factor. That influence the level of punctuality and knowledge of the senior

high school student they are the family, friends, highly technological, class learning,

socialization, and interaction are stated that gave influence the level of punctuality and

knowledge of SHS student.

The Specialization Courses Offered for Livelihood Program in Lipanto National High

School study by Sison (2011)

a study about The Specialization Courses Offered for Livelihood Program in Lipanto

National High School. He concluded that the effectiveness in terms of application of what the

learners have acquired during the training course and its application in turn is affected by various

factors, the most important of which is organizational framework and climate with in, to apply
the ideas learned from the course. He furthered emphasize that training is not transferred until it

is well integrated and successfully applied in a given job for which it was intended.Skills

performance of grade 12 SHS student in term of chosen truck studied by Facun (2011)

The study of Facun (2011) was about skills performance of grade 12 SHS students in

Edukasyong Pantahanan at Pangkabuhayan in San Jose District of Tarlac. He tried to describe the

performances of the pupils along the three core areas of CSS which are Performance, Quizzes

and Immersion. He determined a trade test which was patterned after the STEP competition. The

study revealed that the pupils were who are really interested in their chosen track are considered

have a high grade. In immersion program this 50% grade of the student this reflect how student

really interested in their chosen truck if they got a high grade.

The study between male and female in term of special skill related to TLE program

The present study and the studies of Pala (2012) and Facun (2011) are similar because the

three studies dealt with identifying the proficiency level of gender of the SHS students on

different special skills in line with TLE. However, the three studies are different because the

local studies dealt with determining whether the Male and female SHS student were ready for

their secondary training in Tech Voc while the present study dealt with the identification of the

Male and female SHS students Grades in Technology and Livelihood Education.

“Knowledge of General High School in the Implementation of Technical-Vocational

Program in the Division of Laguna: Inputs to Skill Development Training Model”,

On the other hand, Talambayan (2008) entitled “Knowledge of General High School in the

Implementation of Technical-Vocational Program in the Division of Laguna: Inputs to Skill

Development Training Model”, insists in his salient findings that in terms of level of readiness as

to managerial skills particularly in planning, the school heads and the teachers are in agreement
and that the school heads involve their staff in policy formation regarding the implementation of

technology instruction. In terms of physical plant and facilities specifically adequacy of

Technical-Vocational textbooks and manuals, adequacy of school buildings and workshop, an

implementation of computer technology to become competent to handle classes involving

electronic devices like computers it was revealed that there are inadequacies on the level of

preparedness as perceived by the respondents.

The value patterns of SHS student in relation to punctuality and personality dimension

Rajinder Toong (2007) studied the value patterns of SHS student in relation to punctuality

and personality dimension. A sample of 600school SHS student was taken for the study. Personal

data sheet, SHS student value inventory by H.L. Singh and S.P. Ahulwalia 1994, life satisfaction

scale by Promita singh & George Joseph, 2010 were used for the study. The major findings of the

study were: (1) Value ranking for all 600 SHS student based on mean score was in order of

preference was social religious, theoretical aesthetic, economic and punctuality. (2) Value

hierarchy for male SHS student was social, theoretical, aesthetic, economic, religious

and punctuality. Value hierarchy for female school teachers was social, religious, aesthetic

theoretical, economic and political. The hypothesis that there was have significant difference in

value patterns of male & female SHS student was partially accepted. The findings were (1) the

female SHS student is more responsible than the male SHS student.

In the study of Talambayan (2008) and the present study are similar because both studies

dealt with Technical-Vocational programs. However, the local study is different from the present

study because it dealt with the readiness of the students while the present study dealt with the

Grade 9 students Technology and Livelihood Education specializations vis-à-vis school’s

preparation for Grades 11 and 12

Technical Skills, Behavioral Response and Academic Performance of Secondary Vocational

School

Casasola, C. (2007) Conducted a study about Technical Skills, Behavioral Response and

Academic Performance of Secondary Vocational School, she concluded that higher learning was

mandated to produce graduate who will not only perform well in academics but also in the

development of their technical skills. It is hoped that these graduates will be managers or skilled

technicians in their respective fields of specialization.

The value patterns of BEd pupil teachers in relation to their sex, intelligence and socio Economic

status

Dhull, I.G.M. and Mahashewta (2005) studied the value patterns of BEd pupil in relation

to their sex, intelligence and socio Economic status. The objectives of the study were: (1). to

compare the value patterns of male and female BEd students. (2). to compare the value patterns

of B.Ed students belonging to high and low intelligence groups. (3).to compare the value patterns

of B.Ed students belonging to high and low socio Economic status. The findings of the study

were: (1). The males scored significantly higher than the females on theoretical and political

values. (2). The females scored significantly higher than the males on aesthetic and religious

values. (3). No significant difference was found between high and low intelligence groups with

respect to value patterns. (4). The students belonging to high socioeconomic status were found to

be significantly higher on the orifical values when compared to those belonging to low

socio economic status

STUDY ON PUNCTUALITY INDEX FOR BUS OPERATION IN YANGON

Yangon is not only former capital city but also commercial city in Myanmar with about

7.3 million in the area of 10276.7km2(Wikipedia, 2014). Private car, taxi, rail and Bus are the
four main types of transportation in Yangon. The modal share of public bus transportation is

49.4% (Takashi Shoyama, 2014). Bus transportation is major urban transportation in Yangon as

driving personal cars is highly expensive for the most people, the low quality of rail service and

regulation of motorcycles. Although the public bus transportation is important for people in

Yangon, the nature for unreliability of public transport makes the service unattractive to bus

users. The existing buses running in mixed traffic have many characteristics of operation.

Different operating conditions and traffic circumstances affect the bus service. Moreover, traffic

congestion in Yangon is worse and worse day by day. Traffic congestion also impacts the

punctuality of bus service. The waiting times at bus stops are the main problem of the current bus

system. In addition, public transport has an essential role in supporting to reduce private car

usage. Thus, it is important to evaluate the punctuality index of the buses. Measuring the

punctuality of bus services is noticeable because reliable service is prized by both the bus

passengers and providers. This paper analyzes the reliability of bus service performance using

the punctuality index and to assess characteristics of bus route.

Public Transport: Punctuality Index for Bus conclude by Kho that

Punctuality Index as an umbrella concept containing on-time performance and headway

adherence, and suggested Punctuality Index P as an index indicating the magnitude of adherence

(punctuality index AquiP1), magnitude of regularity (punctuality index P2), and evenness

(punctuality index P3). Table I shows the formulation of all three punctuality indexes. The

punctuality index P1 is an index indicating the magnitude of a time gap between actual arrival

time and scheduled arrival time, punctuality index P2 as magnitude of a time gap between actual

headway and scheduled headway, and punctuality index P3 is an index indicating the magnitude

of a time gap between average headway of a day and each headway of successive buses.
 Several studies have been conducted on punctuality index and on-time performance

analysis of public bus service. A case study in Seoul [5] concludes that the punctuality index

during weekends when there was no traffic congestion is higher than those of the weekdays.

Longer route length, more stops, and more number of passengers are among factors of

punctuality to be worse. Another study in Perak, Malaysia has revealed that punctuality index of

the public bus varies throughout the day at peak hour and off-peak hour due to traffic congestion,

which led to higher travel time. However, punctuality index during weekdays and weekends are

not significantly different

Family income, school attendance, and academic achievement in elementary school studied

by Morrissey TW, et al. Dev Psycho(. 2014)

Low family income is associated with poor academic achievement among children.

Higher rates of school absence and tardiness may be one mechanism through which low family

income impacts children's academic success. This study examines relations between family

income, as measured by receipt of free or reduced-price lunch, school attendance, and academic

achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419)

using both random and within-child fixed-effects models. Generally, results suggest that the

receipt of free or reduced-price lunch and duration of receipt have small but positive associations

with school absences and tardiest. Poor attendance patterns predict poorer grades, with absences

more associated with grades than tardiest. Given the small associations between receipt of free or

reduced-price lunch and school attendance, and between the duration of receipt of free or

reduced-price lunch and children's grades, results do not provide strong evidence that absences

and tardiest meaningfully attenuate relations between the duration of low family income and

student achievement; poorer attendance and persistent low income independently predict poorer
grades. Implications for policy and future research are discussed.

Conceptual Framework

The conceptual below show the relationships that exist between variables of this study.

The diagram indicates that different factors can affect the punctuality of TVL 4 CSS Student.

Independent Variables Dependent Variable

Transportation Immersion
performance Punctuality of TVL 4

Gender student

Age
Family status

Research Hypothesis

The five variables had chosen for this study – Age, Gender, transportation, family status

and Immersion performance - indeed that theirs significant effect to the punctuality of CSS TVL

04 student during work immersion except age. Age is negatively affected the punctuality and

knowledge of the TVL 4 CSS student. Age in the study show that there’s no clear-cut point at

which decline exceeds growth, and some growth and opportunities for either improving or

preserving abilities. Change in these factors, knowledge, punctuality and gender will bring out a

change in the performance of TVL 4 CSS student. The present study, supporting the latter

mentioned literature, it would be vital for the company examined to understand if the punctuality

of immersion student influences the productivity and growth of the company. Job performance is

an essential part for the company and it would be worth it to understand the feeling that could

provide to the study.

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