ABSTRACT This Study Examined Continual 
ABSTRACT This study examined continual student tardiness within an urban middle school in Karachi. The primary aim of the study was to improve the punctuality of identified middle school students by providing them with rewards and incentive on the observation of each decrease in their tardiness. In addition to it, it focused on facilitating and transforming the behavior of the parents and teachers towards student tardiness in the school.
Action research design was applied and eight students were chosen for the intervention of determined strategies.Later, six weeks intervention was planned for the identified students and incentives were attached for them for coming on time. After the weeks of intervention the post test was carried out using the similar measures. The data included observations in two phases; pre-intervention observation and a post intervention observation by reviewing the attendance register. The results revealed a significant change in the students’ tardiness in the school post intervention. These findings highlight the importance of a relationship between institutional practices of reward and behavoiour modification in students.
Keywords: School Tardiness, School Based Action Research, Reward
Based Behavior Modification
INTRODUCTION
The school is considered as a hub for transformational learning and life skills. Students are enrolled not only to acquire knowledge and understanding of the world phenomenon but also to become better citizens and human beings. In this regard, schools through their curriculum inculcate the significance of social skills in the learners in order to aid with the required skills to be become responsible beings. On the other hand, the students and families are equally held responsible for the learning they acquire from the school and attitude and beahviour that exhibit towards school and learning. Hence, the students in the school are not only assessed for the demonstration of their intellectual capabilities but
Action research design was applied and eight students were chosen for the intervention of determined strategies.Later, six weeks intervention was planned for the identified students and incentives were attached for them for coming on time. After the weeks of intervention the post test was carried out using the similar measures. The data included observations in two phases; pre-intervention observation and a post intervention observation by reviewing the attendance register. The results revealed a significant change in the students’ tardiness in the school post intervention. These findings highlight the importance of a relationship between institutional practices of reward and behavoiour modification in students.
Keywords: School Tardiness, School Based Action Research, Reward
Based Behavior Modification
INTRODUCTION
The school is considered as a hub for transformational learning and life skills. Students are enrolled not only to acquire knowledge and understanding of the world phenomenon but also to become better citizens and human beings. In this regard, schools through their curriculum inculcate the significance of social skills in the learners in order to aid with the required skills to be become responsible beings. On the other hand, the students and families are equally held responsible for the learning they acquire from the school and attitude and beahviour that exhibit towards school and learning. Hence, the students in the school are not only assessed for the demonstration of their intellectual capabilities but