UNIIVERSITY FOR DEVELOPMENT STUDIES

FACULTY OF EDUCATION

EFFECTS OF ABSENTEEISM ON PUPILS ACADEMIC PERFORMANCE: A CASE

OF CLASS FIVE (5) PUPILS OF CHOGGU YAPALSI M/A PRIMARY IN SAGNARIGU

DISTRICT OF NORTHERN REGION.

BY

ADU SARPONG MAXWELL

ID. NUMBER

BES/0066/14

A PROJECT WORK SUBMITTED TO FACULTY OF EDUCTION, UNIVERSITY FOR

DEVELOPMENT STUDIES, IN PARTIAL FULFILMENT OF THE REQUIREMENT

FOR THE AWARD OF DEGREE IN BASIC EDUCATION.

1
 2018

DECLARATION

CANDIDATE’S DECLARATION

I hereby declare that this project work is the result of my own original research and that no part

of it has been presented for another degree in this university or elsewhere.

NAME: ADU SARPONG MAXWELL BES/0066/14

SIGNATURE: ...................................................................................

DATE: ...................../........................./.....................

SUPERVISOR’S DECLARATION

I hereby declare that the preparation and presentation of the project work were supervised in

accordance with the guidelines on supervision laid down by the Faculty of Education, University

for Development Studies.

Supervisor’s Name: MADAM EVELYN KUUSOZUME YURBEKYAA

Signature……………………………. Date………………………….

2
ABSTRACT

The purpose of the study was to examine the effects of absenteeism on academic performance in
class five (5) of ChogguYapalsi M/A Primary in Tamale. This research is a conventional
research which sought to make recommendations or suggest possible solutions to problems for
policy makers to intervene.The methodology used for the study was qualitative research. The
study found out that, pupils absenteeism were due to parental poverty, assisting parents at home,
lack of parental care, punishment at school, ineffective Parent Teacher Association (P.T.A),
pupils attitude towards education, entertainment and unconducive classrooms. This goes a long
way to affecting their academic performance such that, they score low marks in class, they are
unable to learn new techniques and examples used by the teacher in class and they respond
wrongly to questions in class. This at the end leads to school dropout or continuous repetition in
a class. Some of the participants suggested that, the existence of an effective P.T.A, organizing
guidance and counseling service on the importance of education and attendance, giving
absentee’s leadership roles, motivating pupils and attitudinal change of pupils. The researcher
recommends that:

Parents should provide their children with their basic school needs such as uniforms, books,
pens, school bags, sandals and all that is needed so that they can feel comfortable and enjoy
school life. When this is done, pupils would not have to work for money in order to buy things
they need which may lead to absenteeism. Parents should co-operate with schools in measures
to eliminate absenteeism.

Parents and guardians should lessen the activities or errands that their children do in the morning
before going to school. They should make sure that their children sleeps early and also wake up
early for school to avoid lateness and punishment at school.

There should be attitudinal change on the part of the pupils towards education and attendance.
They should be punctual to school and to every lesson taught as well as serious with their studies
so that, their academic performance would be good.

They should have time for their wards and also talk to them about the importance of education
and also assist them in their home works if possible.

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Again, with regards to the problem of increase in entertainment and video centers around the
school, the researcher recommends that the district Assembly should enact a bye-law banning
operators of such centers from allowing pupils to enter their centers during classes hours or
school hours.

Parents should motivate their children to go to school and to study. They can do this by either
praising them or giving them award or gift.

There should be an Effective parent Teacher Association (P.T.A) in schools. This will enables
teachers and parents to come together to think about and plan for the welfare of the child.
Policies on the consequences of absenteeism should be implemented by the school and all pupils
should be aware of it.

Schools should organize talk shows or guidance and counseling service from time to time to
educate pupil on the importance of education.

Teachers should motivate pupils to always be in school. They can do that by giving awards to
pupils who are always punctual for others to emulate. Also, it can be in a form of praises.

The government should support by providing the school with teaching learning materials and
extra classrooms in order to ensure effective teaching and learning in the school.

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ACKNOWLEDGEMENT

A task of this nature could not be done without the encouragement of others.

Our profound thanks go to our supervisor Madam Evelyn KuusozumeYurbekyaa for her

guidance, patience, suggestion and supervision which led to the accomplishment of this project.

We also thank the Head teacher and staff of ChogguYapalsi M/A Primary for their assistance

during the data collection period.

We wish to express our sincere thanks to all those who contributed in diverse ways in bringing

this work into manifestation.

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 DEDICATION

This work is dedicated to all those who contributed to the success of this work.

TABLE OF CONTENTS

CONTENT PAGE

6
DECLARATION…………………………...................................................................………….i

ABSTRACT………………………………………………………………………………………ii

ACKNOWLEDEMENT …………………………………………………………………………iii

DEDICATION……………………………………………………………………………………iv

CHAPTER ONE……………………………………………..……………………………………1

1.0 INTRODUCTION…………………………………………………………………………….1

1.1 Background of the study…………………………………………………………..……...1

1.2 Statement of the problem…………………………………………………………………...…4

1.3 Purpose of the study…………………………………………………………………………..5

1.4 Objective of the lesson. ………………………………………….……………………………5

1.5 Research question………………………………………….…………….……………………5

1.6 Significance of the study………………………………………….………………………..…5

1.7 Delimitation…………………………………………………….……………………….….…6

1.8 Definition of terms………………………………………………...……………………….….6

1.9 Organization of the study………………………………………...……………………………7

CHAPTHER TWO………………………………………...………………………………….…..8

REVIEW OF RELATED LITERATURE…………………………...……………………………8

2.0 INTRODUCTION ………………………………………...………………………….………8

7
2.5 Summary of literature reviewed……………………………………………………...………19

CHAPTER THREE……………………………………………………...………………………20

METHODOLOGY……………………………………………………...…………………….…20

3.0 Introduction……………………………………………………...…………………………20

3.1 Methodology (research approach) ………………………………..…………………………20

3.2 Research Design ……………………………………………..…...…………….……………20

3.3 Population……………………………………………..…...……………………………...…21

3.3.1 Target population…………………………..………..…...……………………………...…21

3.4 Data Collection Instruments ……………………..……..………………………………...…21

3.3.2 Sample and Sampling techniques.……………………..……..………………………...…21

3.4 Data Collection Instruments ……………………..……………..………………………...…22

3.5 Data collection procedures ……………………..……………..………………………...…23

3.6 Method of data analysis……………………..…………...……..………………………...…23

CHAPTER FOUR……………………..…………...………………..………………………...…24

PRESENTATION AND DISCUSSION OF FINDINGS………………...……..………………24

4.0 Introduction……………………..…………...………………..…….……..…………….…...24

4.1 Biography of participants………………………...……………………….………………….24

4.1.1 Gender distribution of the participants…………………………..…….…………………..24

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4.1.2 Age groups of participants………………………...………….………….………..……….24

4.2 Discussion of findings based on the objectives of the study……………….……….....…25

4.2.1 Research question 1: What are the causes of absenteeism among pupils of ChogguYapalsi

Primary School? ………………………...………….…………………..……..……..25

4.2.2 Research question two (2): what are the effects of absenteeism on pupil’s academic

performance?………………………...………….………………………………………...……..30

4.2.3 Research question three (3): What are some of the possible solutions to curbing

absenteeism in primary schools?………………………...……………………………………...33

CHAPTER FIVE………………………...……………………………………………………...36

SUMMARY, CONCLUSION AND RECOMMENDATION...………….…………………...36

5.0 Introduction………………………...………………………………………………………...36

5.1 Summary..………………………...……………………………………………………….....36

5.2 Conclusion………………………...…………………………………………………………37

5.3 Recommendations………………………...…………………………………………………37

Recommendations for educational institutions………………………….…………………........40

REFERENCES……………………………………………………………………………..……41

APPENDICES………………………….……………………………………………………......43

9
..

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the study

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The attendance and performance of primary school children is a major concern to nations and

their educational institutions. It is a clear indicator for measuring the efficiency of future leaders

of a country. Primary school education provides the essential building blocks to continue to

higher levels of education. Educationists have therefore embarked on looking for ways and

means of improving the educational standards in Ghana and researchers are also undertaking

researches to determine ways of improving upon the educational system. Absenteeism of pupils

is one of the problems in the educational sector that developing nations are facing (Muhaisin,

2017). It is an alarming issue for administrators, teachers and parents as well as the society in

general and pupils in particular (Malcom, 2003).

According to Child Trend Databank, (2015), attendance is an important factor in school success

among children and youth. Absenteeism has a lot of impacts on the individual, society as well as

the nation at large. When students absent themselves from school, it becomes difficult for them

to understand what has been taught in school. This leads to children not being able to perform

well when they are examined (Muhaisin, 2017).

Studies show that better attendance is related to higher academic achievement for students of all

backgrounds, but particularly for children with lower socio-economic status. Beginning in

kindergarten, students who attend school regularly score higher on tests than their peers who are

frequently absent (Child Trend Databank, 2015). Brian and Kelly (2017) stated that in 2013-

2014, roughly 14 percent of students were chronically absent that is, they miss 10 percent or

more of school days either excuse or unexcused. Absenteeism is a problem globally affecting the

performance of students’ day in day out. According to Walt, (2014), in Japan, 119,617 students

in elementary and junior high schools were absent for 30 or more days in fiscal 2013. In U.S.,

11
almost 15 percent of students are chronically absent from school, meaning, they miss at least one

day in 10.

Gloria (2017) stated that in recent times in Ghana, it has been observed that most students are not

performing well academically, some have attributed the very bad academic performance by

students to poor teacher motivation, poor motivation by parents among others. Absenteeism in

school is one of the major problems that schools in Ghana are currently facing, in most schools

in Ghana especially in public school; absenteeism has become the order of the day stifling the

structure of the learning environment and thereby resulting in poor academic performance.

According to a research conducted by the department of Educational Foundations of the

University of Cape Coast, 90 percent of pupils in low achieving schools reported to school late

as compared to 33.3 percent from the high achieving schools. Even parliamentarians face the

problem of absenteeism. On the 8th of March 2018, TV3 announced an issue of lateness and

absenteeism among some Parliament members which affected some school children who came to

witness Parliament proceedings. They therefore had to live like that because of the absence of

some of the members.

Student’s absenteeism is defined by Teasley (2004) as a period of time when a student does not

attend school. This has become a major and continuous problem among high school students in

many countries. Absenteeism can be defined as persistent, habitual, and unexplained absence

from school (Brooks, 1997, as cited in Bond, 2004.) According to Eneza (2013), absenteeism in

school is the habit of staying away from school without providing a genuine or any reason for

not attending classes. Absenteeism can also mean the practices of absenting oneself from duty,

station or state (Chambers' English Dictionary, 2006). Educators have argued that consistent

school attendance is critical if students are to build and maintain a foundation for ongoing

12
learning and academic success throughout life (Epstein & Sheldon, 2002). Absence from school

is a serious educational problem in Ghana.

Absenteeism is one of the indiscipline aspects in schools. Abosi and Kandjii-Murangi

(1995) said the state of indiscipline in a school may be confined to some undesirable and

aberrant behaviour such as disobedience, drug abuse, absenteeism, cheating especially in

examinations, continual lateness and so on. Many factors can contribute to student absenteeism.

Family health or financial concerns, poor school climate, drug and alcohol use, transportation

problems, and differing community attitudes towards education are among the conditions that are

often associated with a child’s frequent absence from school. In recent times, the problem has

engaged the attention of many Ghanaians.

Absenteeism has the following effects on poor performance and inability to progress or advance

to higher levels of education. Both government and non-governmental organizations in Ghana

are making efforts towards the provision of quality education for all school going age pupils. In

the 2011 budget, the government pushed over 78.7 million Ghana Cedi into education (Budget

Report, 2011). McWilliam and Kwamena (1975) stated that the main purpose of education

whether formal or informal has been to produce a person who will be a useful member of

society. For those who do not continue to higher education it provides the foundation upon which

work-related skills are developed. Individuals through relevant education are equipped with the

necessary knowledge, skills, competencies and the abilities that increase their capacity to

meaningful contribution to the maximum production of goods and services.

To improve the quality of education in the country both parents and teachers should ensure that

pupils attend school regularly. It is an assumption that all public schools strive for a common

goal, provided that they are in the same country and they are catered for in a similar manner by

13
the national government. That common goal is to produce students of a high caliber and to have

outstanding academic results. Educational institutions are therefore supposed to mould the

students, to cultivate in them a sense of ownership of their learning in order to yield better

results. Lefrancois (2000) says that the great purpose of the school is to develop decent,

worthwhile citizens. However, the practicality and the outcome are not as expected.

When students are absent from school, arrive late, or cut class, they reduce their opportunities to

learn and miss on critical content planned for the time. Absences are also highest in the earliest

years of school most critical for developing foundational skills like reading (California

Department of Justice, 2014).This is further emphasized by Taylor and Ryan (2005) that regular

attendance at school is essential if pupils are to learn and keep up with lessons. Absenteeism is a

concern as it leads to the academic performance of the child going down, ultimately leading to

the decline in the overall school performance.

The attitude of pupils towards attendance is very negative in Choggu Yapalsi M/A Primary, there

is the need to find out the effects of absenteeism on performance of pupils in Choggu Yapalsi

M/A Primary School as well as suggest possible solutions. It is in the light of the effects of low

school attendance of pupils that we are tempted to research into the occurrence of absenteeism

among the pupil of Choggu Yapalsi M/A Primary.

1.2 Statement of the problem

During the 1970s the quality of formal education in Ghana began to decline. There was

public outcry against the fallen standard, particularly the low level of achievement of pupils in

the Primary Schools, a great majority of whom could not read or write basic mathematical

concept to solve real life problems.

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One of the factors that accounted for this unfortunate situation is absenteeism. The performance

of pupils in any given school is expected to be high if pupils attend school regularly and

punctually. During the researchers one year teaching at Choggu Yapalsi M/A Primary, the

researcher observed that the pupils’ constantly absent themselves from school and because of

that their academic performance in the school was declining. It also affected the work of most

teachers because they had to sometimes repeat a whole lesson for the benefit of the absentees.

White (1992) noted that absenteeism disturbs the dynamic teaching- learning environment and

adversely affects the overall well-being of a class. The researcher observed that on certain days,

about 45% of the pupils absent themselves from school especially the primary five classes. The

school attendance register attests that, the incidence of absenteeism in Choggu Yapalsi M/A

Primary is of great concern.

This has prompted the researcher to investigate into the effects of absenteeism on academic

performance in class five pupils of Choggu Yapalsi M/A Primary School.

1.3 Purpose of the study

The purpose of the study is to examine the effects of absenteeism on academic

performance in class five (5) of Choggu Yapalsi M/A Primary in Tamale.

1.4 Objective of the study.

1. To examine the causes of absenteeism of pupils in Choggu Yapalsi M/A Primary School.

2. To explore the effects of absenteeism of pupils on academic performance in Choggu

Yapalsi M/A Primary School.

3. Suggest possible solutions to curb absenteeism of pupils in Choggu Yapalsi M/A Primary

School.

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1.5 Research question

1. What are the causes of absenteeism among pupils of Choggu Yapalsi Primary School?

2. What are the effects of absenteeism on the academic performance of pupils in Choggu

Yapalsi Primary School?

3. What are the possible solutions to solving the problem of absenteeism Choggu Yapalsi

Primary School?

1.6 Significance of the study

The research will help to minimized absenteeism among pupils in Choggu Yapalsi M/A

Primary thereby improving upon teaching and learning as well as the pupils’ academic

performance. The study would further help parents to know the reason why their wards academic

performance is falling. It would also help teachers and school authorities of Choggu Yapalsi

School to gradually solve the problem of absenteeism so that in future such issues would not

occur in the school again.

The research work will also be of great benefit to government and it agencies, as they

will get to know some of the causes of absenteeism. The Ghana education service will get to

know that the main causes of poor performance among children in Ghana is absenteeism and this

will help them to find solutions to pupils’ absenteeism once the problem has been identified.

Finally, through this research teachers will see the need to sensitize parents on how to help in

16
ensuring that the problem of absenteeism is prevented since parents are also stakeholders of

education.

1.7 Delimitation

They are cluster of schools around the Sagnarigu District and Choggu Yapalsi M/A Primary is

among the schools. We choose this school because it happened to be the school where we did our

off campus teaching practice. The problem of absenteeism in Choggu Yapalsi M/A Primary was

noticed among all the pupils in the school, but the study is limited to the class five (5) pupils

only.

1.8 Definition of terms

P.T.A………… Parents Teacher Association

HIV………….. Human Immune Virus

AIDS…………. Acquire Immune Deficiency Syndrome

UNICEF……… United Nations International Children Emergency Fund

CASE…………. Computer Aided Software Engineering

UNHCR……….. United Nations High Commissioner for Refugees

M/A……………. Metropolitan Assembly.

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U.K…………….. United Kingdom

HOH…………… Head of House

HSRC…………… Human Sciences Resource Council.

1.9 Organization of the study

The organization of the study was done in a way that there are five chapters. The chapter one

deals with the introduction of the study and subsequently present the following; background to

the study, statement of the problem, purpose of the study, objectives of the study, research

questions, significance of the study, delimitations and organization of the study.

The chapter two involves the review of related literature on pupils' absenteeism.

Chapter three is also about the methodology used in the study.

Chapter four is concerned with the correct presentation and analysis of the data about the

research topic.

Last but not least is also about the summary, conclusion and recommendations from the study.

18
 CHAPTHER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

Absenteeism is one of the many educational problems that have engaged the attention of most

writers over the years. There is currently a great concern about the large number of pupils who

intentionally miss school daily and it is becoming unpleasant in the society. Absenteeism is not a

problem for Ghana alone, but it is a serious issue in other countries and even in some developed

countries such as the United States, The United Kingdom and many others. This chapter seeks to

review some of the educational provisions on the research. The review covers areas such as:

a. The concept of absenteeism

19
b. Causes of absenteeism in primary schools.

c. Effects of absenteeism on academic performance.

d. Possible solutions to curbing absenteeism in primary schools.

e. Summary of literature reviewed

The concept of absenteeism in schools.

The concept of absenteeism has been given a variety of names in the literature. According to

Merriam Webster dictionary (2008), absenteeism means chronic absence. It could be said to be

absence from work with regards to companies. In the context of school it is the habitual or

intentional failure from going to school. Absenteeism can be authorized by parents and school. It

can also be legitimate for example due to illness or illegitimate example due to learners and

parents under estimating the value of education (Atkinson, 2000). The issue of absenteeism

cannot be avoided because every now and then students miss some school activities and lessons

and it becomes a problem if the student is away from school for many days. According to Reid

(2005), the problems of absenteeism begin in primary schools and continue to secondary school

which is important to look for early intervention to prevent students from continuing on this path

throughout their educational experiences. School absenteeism has a lot of impact on a child’s

academic progress and future. Absenteeism creates a dead, tiresome and unpleasant classroom

environment. It makes students who come to class uncomfortable and the teacher irritable

(Marburger, 2001). It disturbs the dynamic teaching environment and adversely affects the

overall well-being of class (Segel, 2008).

Also, different states define absenteeism differently. In California, students who post three or

more unexcused absences during the school hours are absentees. Rothman (2001) identified that,

20
throughout the 1970s American High school principals constantly identified poor attendance as

the major problem facing school administrators. More so, almost 15 percent of students in U.S.

are continuously absent from school, meaning they miss at least one day in 10 days attendance

(Walt, 2014). Statistics released by the Department of Skills in London in (2003) revealed that

absentee rate for all school in England was 6.83% (Department of Education and Skills, 2003).

In all London schools unauthorized learner absenteeism percentage was only 0.70%.

Absenteeism rates in Africa are much higher. In Namibia 50% of grade 6 learners were in

schools where absenteeism was described as huge problem (Moloi, 2005). In Tasmania the rate

of unauthorized learner absenteeism was at 2% to 3%. According to Robert (2014), Students

absenteeism in Uganda is an alarming problem for educators, teachers, parents and the society in

general. In South Africa this problem is covered by the South African School Act, however the

Act does not necessarily define the term learner absenteeism. The Act merely provides an

explanation in South African school context. According to the South African Human Rights

Commission, (2007), absenteeism rates have been found to vary between 5 percent and 15

percent. According to Railsback (2004), learners at the ages of 16 to 17 years were prone to

absenteeism but in practice learners as young as 13 were adversely affected by absenteeism and

truancy. In the year 2000, the South African Ministry of Education commissioned the South

African Consortium for monitoring of educational quality to undertake a study in 169 sample

schools on absenteeism in grade 6 learners. Some items in the questionnaire learners were asked

are the number of days they were absent in the previous month and the reasons for such

absences. The number of absent days was found to be 1.6 day nationally (Moloi, 2005). The

analysis by Moloi on absenteeism found that reports on absenteeism were more concerned with

number of days learners were absent rather than the causes of absenteeism. According to Balfanz

21
and Byrnes, (2012), chronic absenteeism is typically based on total days of school missed

including both excused and unexcused absences. However, the state Board of Education (2013)

states that a student is considered to be in attendance if present in school for at least half of the

regular school day. By 2004 the tax form of educational Reform in Jamaica noted that although

an enrolment rate of 97% of 6 to 11 age group was achieved, attendance rates at primary and all

age schools were 72 and 65% respectively, Loraine and Austin (2010). According to 2012

research conducted by the Department of Educational Foundation of the University of Cape

Coast, Ghana 90% of people from low achieving schools reported to school late as compared to

33.3% from the high achieving school. Kamla-Raj quoted in his article in 2011 that, Physical

presence of student on discussion in class and learning performance of students is close relative.

The only way of measuring the learning ability of students is class participation. In the units of

learning of student, student and teacher relationship is one of fundamental unit in the class

(Moore, Armstrong et al. 2008).

From the above, we are looking at absenteeism as the situation in which pupils continuously stay

away from school with or without parents or guardians consent or approval.

a. Causes of absenteeism in schools

Absenteeism is a common educational problem to most educational systems and revolves around

similar factors. Different authors and different countries have different reasons as to why

students or learners absent themselves. In US factors which contributed to learner absenteeism

include family health, financial concern, poor school climate, drug and alcohol abuse,

transportation problems and deferring community attitudes towards education (Teasley, (2004).

Romeo and Lee (2007) conducted a study on ethnicity as a factor and found out that American

22
Indian children had the highest absenteeism rates. In grade 5, American children were two times

more absent from school as compared to their peers belonging to other ethnic grounds. The

Auditor general Victoria (2004) categorized the factors influencing absenteeism in Australia

under two main headings: family and personal factors and school factors. The family and

personal factors include low parental valuing of education, low socio-economic status,

geographic isolation and unemployment. School factors include boredom with school work,

being bullied, threatened or involved in fights, inadequate school support and welfare,

unsatisfactory relations between students and their teachers and an irrelevant curriculum.

Walt (2014) says that, ever since education was made compulsory, schools in Japan and United

States have faced the problem of students who are absent for reason of illness. However frequent

absenteeism continues to be a problem. Health problems are a common reason why students miss

school. Some diseases like asthma which requires attention and care as well as an environment

that is warm and not dusty could make students remain at home. Balfanz &Byrnes, (2012) assert

illness as the major cause of student absenteeism in primary schools. Annual cold, flu and other

childhood ailments clearly contribute to school absenteeism. Phurutse (2005) maintained that

illness is a primary reason for legitimately authorized absenteeism in South Africa and

elsewhere.

Sahin, Arvin & Kilic, (2016) identified five categories of causes of student absenteeism and

school dropouts. These categories were determined as: causes originating from the family, causes

originating from director and teacher behaviours, causes originating from the school setting,

causes from the environment. 15 main themes were determined from these categories. These

main themes are: Family–child relationship, ignoring of absence, family problems, view of

education, economic impossibilities, director teacher relationship, teacher student relationship,

23
behaviour of teacher in class, attitude towards absence, school structure, school atmosphere,

adaptation to school, individual reasons, relationship with the environment, and environmental

factors. Eneza, (2013) said that, accessibility of entertainment facilities like cinemas could divert

the attention of some students from school.

Ubogu (as cited by Shahzada, 2011) identifies illness, permitted leave, voluntary absenteeism as

the common causes of absenteeism. These kinds of situations are not conducive for children

learning. Pehivan, (2006) found that the major reason given by students for non-attendance at

school were bored at school, dislike of school lessons, encouragement of friends and lack of

expectations about education. Simons (2010) and others found that there is an association

between student absenteeism and unfavorable school conditions. In addition, some researchers

have argued that students’ attitude and motivation for learning is a key factor for student

absenteeism (Gump, 2006, Gokyer, 2012, Kottasz, 2005, and Paisey, 2004). For example,

Kottasz (2005) found that students with low motivation are absent more than students with high

motivation. Students could be lacking interest in studying which could be as a result of content

that is difficult for them to grasp hence pushing them away from school (Eneza, 2013).

Williams (2000) mentions that, school’s curriculum and the strength of sanctions against chronic

absenteeism is also contributing causes to absenteeism in schools. Teasly (2004) also asserts that

students that have poor or conflicting relationships with teachers will avoid school in order to

avoid their teachers. This is a teacher cause factor of student absenteeism in Uganda. In South

Africa, learners were expected to work, for instance cleaning their classrooms. School attendance

was slightly higher for learners who were made to work. The percentage was 94% compared to

97% in a school where learners did not work at all (Wittenberg, 2005). These factors do not

necessarily influence absenteeism in discrete ways but are likely to be interconnected in their

24
impact on absenteeism. According to Railback (2004), lack of parental involvement in the

learner’s education plays a negative role in the achievement and attendance of learners in South

Africa. Sometimes students are absent because parents do not have the funds for them to go to

school. That is no money for lunch, school uniforms or bus fare (Loriane and Austin, 2010).

According to the Community Agency for Social Enquiry and Joint Education Trust, (2007), it is

estimated that 14 percent of South African children go to school without having food to eat in the

morning. According to Buchel (2008), HIV/AIDS is a serious cause of student absenteeism in

South Africa. The impact of HIV/AIDS towards learner performance and effective teaching

cannot be overlooked. Chang (2008) research findings elaborate that, choosing not to attend

school on regular basis begins early in a Childs’ formal education when some parents do not yet

see the importance of their child being in school every day. The CASE report of 2007 argued that

14% of South African school children attend school on an empty stomach.

According to UNICEF, Rwanda has the highest primary school enrollment in Africa (Allison,

2014). Kibria (2013) mentioned of physical punishment and says that Afghanistan is one of those

such as Malaysia, Singapore and Taiwan where students are punished that leave negative effects

on students psyche and cause children to remain absent and some even dropout of school due to

that. Displacement and disability is another factors for absenteeism. According to Peterson

(2009), people with disabilities constitute 1.6 percent of the population of Afghanistan. As

compared to all other children, physically disabled children have 14 percent less chances and

mentally disabled children are 20 percent less likely to attend school in Afghanistan.

Displacement is a unique factor for non-attendance in Afghanistan. Afghanistan was the leading

country of origin of refugees in Pakistan 857,400 people as refugees in Iran by the end of

2013(UNHCR, 2014).

25
Balfanz (2013) categorize the many reasons for students’ absence into three which include;

barriers, aversion and discretion. In the case of barriers, students cannot attend school due to

illness, family responsibilities and housing instability. Reasons that fell into the aversion

category include missing school to avoid bullying, unsafe conditions, harassment and

embarrassment. According to Walt (2014), bulling led to the suicide of a middle school boy in

Otsu in 2011. Act of bullying in schools interfere with the mental as well as the physical

presence of children. Bulling includes actions such as making threats, spreading rumors,

attacking someone physically and verbally (Erick, 2017). Lack of care for the child is regarded

as one of the most important family-based cause of absenteeism. According to him, working

conditions of parents could decrease the time they spend for and control over their children

(Sahin, 2016). Again, Students with high level of motivation tends to have lower level of

motivation to engage in academic work (moore et al, 2008; Brener &Kann, 2008; Kottassz,

2005). In relation to Adiguzel and karadas, (2013) they found that, students with high level of

absenteeism reported negative attitude towards school.

In Ghana, one major factor that leads to absenteeism among students is lack of encouragement

from teachers. It has been observed that most teachers in Ghana have in most occasions been

threatening students in the classroom. This situation is very common in public schools where

supervision is minimal. In the private schools however due to high level of supervision, it has

become extremely difficult for teachers to pass bad comments on students (Gloria, 2017).

Balfanz (2012) postulate that student choose to absent themselves either because they or their

parents or guardians do not see the value in school attendance or they have something else they

would rather be doing and they skip school to do it since they are not being deterred by anyone.

Child labour is another aspect of the parental factor. In addition, Balfanz & Byrnes, (2012) says

26
that, family obligations also make some students not to go to school. As children enter early

adolescence, family responsibilities can keep them from school. In high poverty environments,

young adolescent girls sometimes provide emergency day care for younger siblings or are

responsible for getting younger children to school.

The above is a review of what several authors and countries have said about the causes of

absenteeism in schools. The literature shows that absenteeism is not only caused by the pupils,

but can also be caused by the school, parents as well some surrounding factors.

b. Effects of absenteeism on performance

Absenteeism is a problem in many schools around the world. It has a lot of effects on pupils’

own lives as well as the society at large. Attending school forms an important part in the

performance and achievement of primary school pupils. Attendance is also an important factor in

school success among youth (Lawrence, 2014). Koppenhaver (2003) explains that absenteeism

of students affects their school performance especially when they are in groups and teamwork is

expected in doing their assignments and projects. Since groupings helps develop the students

cooperativeness and ability to share and gain knowledge from their group mates. Likewise, the

group mates will also miss the opportunity of gaining knowledge from the absent student.

Epstein and Sheldon (2002), indicate that better attendance is related to higher academic

achievement for learners of all backgrounds particularly for learners with lower socio-economic

status. In American context, starting from the kindergarten, learners who attend school regularly

score higher on tests than their peers who frequently absent themselves (Ready, 2010). Spradlin

(2012), states that, absenteeism affects students’ learning, their test scores and social

development. William (2000) is also of the same view that students who absent themselves

suffer academically and socially.

27
Absenteeism affects teachers’ ability to adopt the curriculum requirements and instructional

activities both for the present and absent students (Gupta, 2014). According to The Ghanaian

Times (2014), regular school attendance is vital for the success of both students and pupil. In

actual fact, section 9(3) of the Ghana Education Service Act, 1995, (Act 506), looks forward to

teachers and pupils not only being regular at school, but punctually too. Student miss valuable

information when they are absent from classes. They also missed the interaction between

teachers and benefits of specific examples which are used to clarify the difficult concepts.

Students who have absenteeism problems suffer academically and socially. The valuable

information cannot be repeated when teacher re-teach lessons to absent students (Williams,

2000). Students who attend class regularly are more likely to remember well the information and

apply the knowledge effectively throughout their life (Crede, 2010). According to Kamla-Raj

quoted in his article in (2011), absenteeism affects the abilities of students which can be reason

of decreasing the grades and in the result of this the students may get failed and they have to

repeat same year level.

According to Thompson, (2008), Poor school attendance lowers the literacy and numeracy rates

of any country. Performance of students becomes prominent and effective when they attend the

classes on regular basis and it has positive impacts on the performance. Students who attend

classes on regular basis get higher grades and marks in the examination than those students who

are absent from classes. Absenteeism affects performance. Once the student is absent from class,

he or she will miss the opportunity to learn new techniques. If he missed the class, there is

chance of missing study material and misses the opportunity in the examination to get high

grade. Students who attend classes regular score high marks as compared to absent students

(Sharma, 2005). Kamla-Raj quoted in his article in 2011, that continue absenteeism or poor

28
academic achievement among students leads to drop out from school. In addition, students that

attend class regularly are more likely to remember well the information and apply the knowledge

effectively throughout their life (Crede, Roch & Kieszczynka, 2010). According to Robbins

2007, absenteeism is a crime which is more commonly among students who gets low grades.

Students who missed class on specific date, are more likely to respond wrongly to question

related to material covered in that day than those students who were present. More so, learners

who frequently absent from school are at the risk of dropping out of school early and becoming

unemployed in the long-term as it would be difficult to secure a decent job without proper

educational background (Auditor General of Victoria, 2004).

c. Possible solutions to curbing in schools

Many ideas or views have been expressed as a result of the adverse effects of absenteeism on the

measures to eliminate absenteeism in schools. Reid (2006) examined England use of a program

titled School Based Scheme or SBS. School Base Scheme is a long term strategic approach used

to overcome major attendance difficulties. Also, according to Reid (2006) in order to reduce

learner absenteeism in American school, the government set national goals which have to be met

in order to curb and prevent learner absenteeism. In some countries such as UK, electronic

systems are use to capture information in efficient and reliable way Community Entry for Social

Enquiry, (2007).

According to Lorenmurcia (2015), in order to limit or eliminate absenteeism, it is recommended

that educators should: educate the student on how to take care of their overall well-being, ensure

that classroom condition is conducive for learning, inform parents about the benefits of keeping

their children in school, avoid scolding misbehaving pupils, give extra attention to those who are

29
left behind in lessons and emphasize that academic success is very much dependent on student

attitude towards school.

Jim (2017) also suggested that Incentives can be use to motivate students attendance and positive

students behavior. Annah (1995) said that teachers should do their best to avoid absenting

themselves from school because their absence will give a chance for pupils’ to emulate. He also

said that, government should do its part by motivating teachers so that they can give off their best

and always be punctual at school. He maintains that in solving the problem of absenteeism,

teachers should serve as role models for pupils’ to emulate. Head teacher should check

absenteeism by both staff and pupils. Teachers with good teaching skills should deliver lessons

which are organized and structured, have a good communication skill which will attracts students

and show higher attendance rate (Hafiz, 2014). I think that the head teacher and the staff should

explain the importance of attendance to the entire school community so that students will refrain

from absenting themselves from school.

According to Reid, Panla and Elizabeth (2001), schools must involve parents in all aspects of

preventing absenteeism. According to them, parents’ must be given notification of their

children’s’ absence on the day the absence occurs. The Community Agency For Social Enquiry

and Joint Education (2007) in relation to this added that, efforts should be made to increase the

involvement of parents and school governing bodies in promoting attendance and monitoring and

reducing absenteeism.

I also think that there is the need for schools to establish good relationship with communities

since the parents who are also stakeholders of the school are part of the community

so that, the community or parents will have confidence in the school and be

informed about new development. My opinion is that, there should be a co-ordinate action

30
from the school home and the community. Also I think when the community is sensitized about

the issues of the school they would take up the responsibility of ensuring that whatever policy

made by the school towards the success of the student or pupils will be implemented.

According to Gloria (2017) in order to improve absenteeism in Ghana, Head

teachers and school administrators must organize activities that will arouse

students’ enthusiasm in school activities. Rewards must be given to students who

attend school regularly in order to make coming to school more attractive. The

Ghanaian times newspaper (2014) states that, head teachers must provide both

professional and administrative guidance for their teachers. He or she should

supervise the teachers at work and ensure that they utilize the contact hours as

required of them. He or she should check truancy by both staff and pupils.

According to Masogo (2015) in Botswana, Public Schools attendance is compulsory but students

rebel against the set rules nevertheless. Across the country, the Botswana Ministry of Education

provides attendance registers to be recorded for every student each morning by the class teachers

or form teachers. For each lesson, attendance is also recorded in small booklets kept by the class

prefect or the class monitor. These booklets are tools designed for internal policies within

schools, and are not necessarily from the Ministry of Education, but they assist the school

register as they reflect attendance during lessons. One other policy employed is to have students

report to the Head of House (HOH) if they require permission for absence. Despite all these

measures in place, students continue to unlawfully absent themselves from school Masogo,

(2015). Masogo (2015) suggests the use of attendance register to track absentees. Rather, I think

talking to the children on the impact of absenteeism on their performance will be the best.

2.5 Summary of literature reviewed

31
A lot have been said about the causes, effects and measures to eliminate absenteeism. From

the literature review, it can be seen that absenteeism is a problem for a nations’ development. It

is so in the sense that it hinders the progress of children in the country who are said to be future

leaders. This is because, education broadens the human brain and equips them with the necessary

skills needed for a nations’ development. Absenteeism therefore means that children will not be

equipped with knowledge to lead the nation in the future. Different authors give different views

on how they see the problem. Many see the problem to be a symptom of a weak society and that

it is due to the society lacking the necessary amenities like schools, libraries, electricity etc to

facilitate pupils learning. However, others also view the problem to be as a result of irresponsible

attitude of parents not being ready to take up their responsibilities of caring for their children.

Others also argue that the problem is caused by the school teacher not being friendly to pupils

and even not coming to school regularly. Other schools of thought also come to the conclusion

that absenteeism is a factor of the pupils themselves who do not even see the impact of education

in their lives. The solutions above also show the many different types of approach to dealing

with the problem of absenteeism in schools. It suggests that no single effort can solely be used in

solving the problem effectively. Also, the above causes and effects by the various authors could

be related to the causes and effects of absenteeism in Choggu Yapalsi Primary School and the

suggested possible solution could be useful in curbing absenteeism in the school as well.

32
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This section deals with the various techniques employed to gather the necessary data in order to

contribute effectively to the evaluation of knowledge on the factors influencing attendance and

performance of primary school children. This chapter discusses the research approach, design,

the population/ sampling (target, population, sample, and sampling techniques), source of data,

data collection instrument, data collection procedure and the data analysis.

3.1 Methodology (research approach)

In this study, the researcher applied a qualitative research approach. According to Susan (2011),

qualitative research is primarily exploratory research. It is used to gain an understanding of

underlying reasons, opinions, and motivations. It provides insights into the problem or helps to

develop ideas or hypothesis for potential qualitative research. Also, Ashley (2017) says that

qualitative research is a type of social science research that collects and works with non-

numerical data and that seeks to interpret meaning from these data that helps us to understand

social life through the study of targeted populations or places. This approach is applied in order

to explore and analyze the effects of learner absenteeism on academic performance. According to

Maxwell (2005), “Qualitative researchers typically study a relatively small number of individuals

or situations, rather than collecting data from large samples and aggregating the data across

individuals or situations”. Again, a small sample size will enable me to collect extensive detail

about the experience of my research participants.

33
3.2 Research Design

Research design allows the researcher to meet the purpose of the research. A research design

outlines how the research study will be carried out (Jayanta and Priyanka, 2015). The research

design used for the study is case study. According to Martyn (2008), case study is an in-depth

study of a particular situation rather than a sweeping statistical survey. It is defined by Yin

(2003) as an empirical inquiry that investigates a contemporary phenomenon within its real life

context. Case study design is suitable for answering questions such as, ‘who’, ‘how’ and ‘why’.

The main techniques used in case study design are observation, Interview and document analysis

(Yusuf, 2013). The advantage of this design is that it enables you to focus on specific and

interesting cases. The case study design was used by the researcher in order to identify the

effects of absenteeism on pupils’ performance in a particular school which is Choggu Yapalsi

Primary and specifically primary five (5).

3.3 Population

3.3.1 Target population

Population has to do with all the people involved in the data collection. Bhattacherjee (2012)

defines

population as all people or items (units of analysis) with the characteristics that one wishes to

study.

The units of analysis may be a person, group, organization, country, object or any other entity

that

34
you wish to draw scientific inferences about. According to Saul (2014), target population is the

total

group of individuals from which the sample might be drawn. The target population includes all

primary five (5) pupils of Choggu Yapalsi Primary both ‘A’ and ‘B’ and two (2) teachers as well

as

ten parents in the Sagnarigu District. These parents were the constant absentee's guardians.

3.3.2 Sample and Sampling techniques.

Sampling according to Saul (2014) is the process of selecting a representative group from the

population under study. Bhahhacherjee (2012) defines sampling as the statistical process of

selecting a subset of a population for the purpose of making observations and statistical

inferences about that population. Sampling techniques therefore are the methods used in

selecting a sample from the population for the purpose of collecting and analyzing data Yusuf,

(2013). There are two types’ of sampling techniques which are probability and non-probability.

But for the purpose of the study, the researcher would choose non probability sampling

technique.

Non probability sample is a sampling technique that helps the researchers to select units from a

population that they are interested in studying (Yusuf, 2013). Purposive sampling was adopted

under

non probability sample since the researcher collected data from the teachers, the absentees and

parents of pupils who were constant absentees. The total sample for the study was twenty-two;

ten

35
(10) respondents, two (2) teachers and ten (10) parents of the absentees. The absentees were

identified by the researcher through observation and a study of the attendance register. They

were

selected purposively because of their attitude of absenteeism.

3.4 Data Collection Instruments

According to Karim (2014), data collection instruments are the tools used for data collection.

Basically, the researcher used interview and observationtosolicitinformation. Interview is a

series of questions a researcher addresses personally to respondents (Jusuf, 2013). Ludy (2012)

defined Interview as either structured or unstructured verbal communication between the

researcher and subject during which information is obtained for a study. Cohen and Manion (2000)

explain that, the importance of collecting qualitative data through interview is to capture participants’

perspectives through the verbal interaction with the interviewer. Interview questions were designed for

collecting the data from all the respondents. The questions structured consist of both open and

close ended questions. Three (3) set of interview questions was designed purposely for the

research. One set was to be administered on the teachers, another set for parents and another

for pupils that is the absentees. The reason for choosing interview is because it is more

personal as compared to questionnaires. It allows you to have higher response rates. Even

though using interview language might be a barrier or problem along the way, but also it was

good for this study because not all the parents were able to read and write if questionnaires

were to be used.

Kanwarjit (2012) says that the purpose of observation is to find out the content of which

particular behavior is present. The researcher used personal observation during the

36
study to get to know more about the absentees and their performance in class. It is

unstructured.

3.5 Data collection procedures

Interview sessions were organized for teachers of identified absentees. But before then, the

teachers were pre informed about the interview. They were told some of the questions to be

interviewed on so that they can prepare well and to give out accurate information. Visit was

made to parents of identified pupils at their various homes during which the intentions of the

researcher was made known to the parents. The questions were well explained to their

understanding. Identified pupils too were interviewed.

The researcher gathered their own data alongside about the absentees through observing their

behaviours in class, the time they come to school and whether they contribute in class or not.

It was done in such a way that the pupil will not know we were observing them.

3.6 Method of data analysis

Data was analyzed qualitatively. All responses of participants were written and later organized

and explained for understanding. The various responses were also compared to determine the

actual causes and effects of absenteeism on pupils’ performance. The respondent voices were

recorded, that is their idea about the effects of absenteeism on the academic performance of pupil

at Choggu Yapalsi Primary School.

37
 CHAPTER FOUR

PRESENTATION AND DISCUSSION OF FINDINGS

4.0 Introduction

In this chapter, the researcher dealt with the presentation and analysis of the items in the interview

guide which is about the causes, effects and possible solutions to solving absenteeism in

Choggu Yapalsi M/A Primary. It also discusses the biography of the participants. Three sets of

interview questions were designed based on the objectives of the research. One set of questions

were meant for the identified absentees, another for the teachers and another for the parents of

the identified pupils.

4.1 Biography of participants

4.1.1 Gender distribution of the participants

38
The researcher found out that, out of the total number of (10) pupils involve in the study, seven

(7)

were female with a percentage of (70%) and 3 were male with a percentage of (30%). The

researcher realized that more girls absent themselves from school than boys. This is because

the girls are responsible for performing house chores and taking care of siblings or younger

ones. When they wake up in the morning, they go round to sell things for their parents or

guardians before going to school. But when they are late for school, they would prefer to stay

at home because they would be punished in school for coming late. Balfanz & Byrnes,

(2012) says that, in high poverty environments, young adolescent girls sometimes provide

emergency day care for younger siblings or are responsible for getting younger children to

school.

I observed that some of the girls stay at home when they are in their menstrual periods. This is

because when they come to school they feel uncomfortable. During that period, some girls

are too weak that they cannot come to school but rather stay at home until they are well.

4.1.2 Age groups of participants

Also, out of ten (10) pupils involved in the study, two (2) pupils were between the ages of

seven to ten representing (20%), four pupils were also between the ages of eleven to thirteen

representing (40%) and four pupils too were between the ages of fourteen to seventeen

constituting (40%). According to Railsback (2004), learners at the ages of 16 to 17 years were

prone to absenteeism but in practice learners as young as 13 were adversely affected by

absenteeism and truancy. In my personal observation I observed that, pupils below the age of

39
 seven (7) years were not absenting themselves because at that age they have no

responsibilities to perform. But pupils at the age of seven (7) and above were those frequently

absenting themselves from school because they have responsibilities to perform at home.

4.2 Discussion of findings based on the objectives of the study

The Research sought to find out the

 Causes of absenteeism in Choggu Yapalsi among Primary pupils

 Effects of absenteeism on the academic performance of pupils in Choggu Yapalsi

Primary school.

 Suggest possible solutions to curbing absenteeism among primary schools.

4.2.1 Research question 1: What are the causes of absenteeism among pupils of Choggu

Yapalsi Primary School?

The question sought to find out the causes of absenteeism among the pupils of Choggu Yapalsi

M/A Primary School.

 Parental poverty

Parental poverty was the major cause of absenteeism in this study. Out of twenty-four (24)

respondents interviewed about the causes of absenteeism, six (6) responded that parental

poverty is the cause of absenteeism in the school. Two (2) teachers from the two primary five

(5) classes ‘A’ and ‘B’ complained that,the pupils usually stay at home because their parents

are unable to provide them with their school needs such as exercise books, textbooks,

40
 uniforms, shoes and school bag. For instance when they do not have books for either exercise

or notes, they do stay at home to avoid being questioned by the teacher all the time about

exercise and note book.

Maina and Salma said that, their parents do not give them money for school on certain

days. When they are hungry, they go home to eat leftover food. But the fact is the house

distance from school to their house is far and so, when they finish eating and realize they are

late, they stay back home so that they would not be punished for returning late.

Khadijah: sometimes my aunt says that she does not have money to

give me for food

My parents sometimes are not able to provide things like uniform, exercise books and textbooks

for me due to that, I had to resort to selling things for people so that I can get money to buy

my textbooks and exercise books.

As you can see my trousers are torn and this is the only trouser I have. I therefore cannot go to

school in this situation.

A parent said that, her ward or child sometimes stay at home because she do not have

textbooks and also because she cannot buy or pay for anything asked by the school which

disturbs her a lot. The research found that, parents’ inability to provide their children with the

basic needs was as a result of parental poverty. This made them to neglect their parental

responsibilities. This is in relation to what Loriane and Austin (2010) said. According to

them, Sometimes students are absent because parents do not have the funds for them to go to

school. That is no money for lunch, school uniforms or bus fare.It is estimated according to

the Community Agency for Social Enquiry and Joint Education Trust, (2007) that 14 percent

41
 of South African children go to school without having food to eat in the morning. This was

reaffirmed by the CASE report of 2007 which argued that, 14% of South African school

children attend school on an empty stomach.

I think that a child whose basic needs are not provided would affect him or her emotionally.

This is because when the child is hungry, he or she would not be able to concentrate in class.

 Pupils attitude towards education

Pupil’s attitude towards school and education for that matter is another cause of absenteeism

in Choggu Yapalsi Primary. Two (2) teachers interviewed said that, some of the pupils do

not like going to school but rather they prefer to work and get money. Because of that they

do not come to school sometimes.

Adam said that, education is a waste and he would prefer to work for money than school.

Tofik: Madam I just do not have interest in education but my parents are forcing me to go to

school. Besides, I cannot read and I find it difficult to learn.

 Punishment at school

Two (2) pupils responded that punishment at school is actually the reason why they

sometimes absent themselves. According to them, whenever they come to school late they

are either canned or asked to pull their ears. They attributed their lateness to the distance

from their school to their house.

Respondent 1: I stay at Katariga and when I wake up I have to wash bowls and bath my junior

ones before walking to school. By the time I would get to school, I would be late and tied.

Because of that I sometimes stay home especially Fridays.

42
Respondent 2: My child always complains that sometimes when she is late for school she would

be canned. Therefore in order to avoid the canning, the day she gets late, she stays at home.

According to HSRC (2005), punishment for late coming was so severe to the extent that instead

of going to school; learners opted to stay away from school. Even though the practice of

corporal punishment has been abolished in the South African school system, the Human

Science Resource Council Emerging Voices (2005) found that many schools still practiced

corporal punishment.

 Assisting parents at home

An interview conducted with five (5) pupils revealed that:

Two pupils said their parents engage them in household chores in the morning. It includes

helping their parents send things to their work places. This according to them makes them

late for school and they sometimes stay at home when they are too late to avoid being

punished at school. T h i s a f f e c t e d t h e i r p e r f o r m a n c e i n c l a s s . S a l m a

said:

I live with my aunt and whenever the children are on mid-term or

are sick,

I have to stay at home and look after them till they resume school

or get well.

Maina: I live with an aunt who cooks food to sell. Due to that, we

usually wake up at 2:00am in the night to prepare the food. By

morning, the food would be ready and I would have to help her

send the food to where she sells before I come to school. By the

43
 time I arrive in school, I would be much tied and it makes me

sleep in class. Sometimes I avoid school to sleep at home.

Abbas from ‘B’ said his father has so many cattle and they the

children are four in number. One is in primary four (4), another

primary six (6) and one primary three including me. So

therefore they stay at home one after the other to take care of

the cattle.

According to one of the teachers, assisting parents at home was a problem that led to

absenteeism and affected more boys than girl. Some were also asked whether they work to

feed themselves and they said yes. According to them, some of the males do “yellow yellow”

and “motor king” business (tricycle driver) as well as mechanic works in order to get money.

According to the findings, parents do not really see assisting as a cause of pupil’s

absenteeism.

 Entertainment

Entertainment is also another cause of absenteeism of pupils in Choggu Yapalsi Primary. Four

(4) teachers made mention that; the presence of game centers and video centers in the

community is actually not helping. According to them, some of the pupils go out at night to

watch videos and play games as well as go for entertainment otherwise known as ‘jams’.

When that happens, they return home very late. Some too avoid school just to go and play the

games and watch the videos. These entertainment centers take away the pupils attention or

concentration in class.

44
Parent A: The video centers, entertainment in the community is too much. For example the

movies they show on the streets is making the children to sleep late at night.

Parent B: No matter how we the parents try to stop them from coming out to in the night they

still hide to go out.

In line with this, Eneza, (2013) said that, accessibility of entertainment facilities like cinemas

could divert the attention of some students from school. This is because whiles in class, all

they think about are the movies or games they watched last night.

 Lack of parental care

More so, two (2) of the teachers responded in an interview that, some of the parents do not really

care about their children. They do not visit their children at school to know how they are

doing not to talk of providing them their school needs. According to Railback (2004), lack of

parental involvement in the learner’s education plays a negative role in the achievement and

attendance of learners in South Africa.

 Unconducive classrooms

Poor unconducive classrooms and inadequate furniture negatively influenced learner

absenteeism. One of the primary five (5) teachers made mention that the classrooms are not

conducive enough for teaching and learning to take place as well as the teaching learning

materials such as textbook are not adequate. Another teacher had this to say:

It is difficult for learners to attend school everyday especially rainy days because the roof is

leaking and the classroom is half covered. Sometimes they are made to join the other classes

to avoid being wet or beaten by rain. This makes absenteeism very high among the primary

five (5) pupils.

45
 One of the identified pupils had this to say:

I am sometimes sacked from class by my class teacher because I do not have a table and desk.

He would say that I should go home until my parents make one for me if not, I should not

come to school.

According to Reid (1999), evidence of research into effective schools found that, among other

factors, school buildings that are clean and well cared for are likely to make learners feel

welcome. Attractive school buildings and a good atmosphere seem to create sense of pride

and belonging in learners. Also, educator’s instructional approach and his or her feelings

towards work may be one of the factors that can cause some learners to absent themselves.

An enthusiastic educator instills enthusiasm and motivation in learners. On the contrary, a

demoralized educator who shows little interest in his or her work discourages learners.

Furthermore, the educator’s attitude towards his or her work could either be negative or

positive which can affect the learners (Donald, Lazarus and Lolwana, 1997). Adjei and

Owoeye (2002) made it clear that, resources such as classrooms, furniture, as well as

teaching learning materials are critical to educational achievements if they are available and

in their right quantities and qualities.

46
Summary

The study shows that, parental poverty, assisting parents at home, and increase in

entertainment centers were seen as the main causes of absenteeism among the primary five

(5) pupils in the school.

4.2.2 Research question two (2): what are the effects of absenteeism on pupil’s academic

performance?

a. School dropout

Three (3) teachers attested to the fact that school drop-out is an effect of absenteeism in the

school. According to them, students who absent or miss lessons usually do not perform well

in class and at the end, they either dropout or are continuously repeated in one class. Maina a

primary five (5) ‘B’ student was one of the students who dropped out of school because her

frequent absenteeism affected her performance in class and finally she had to stop schooling

and learn a trade. Daniel and Adam too dropped out of school because their academic

performances were very poor which was as a result of absenteeism.

With regards to the researchers’ investigations, dropping out of school was the end product

of absenteeism. This finding was supported by Auditor General of Victoria (2004).

According to this audit, learners who frequently absent from school were at the risk of

dropping out of school early and becoming unemployed in the long-term as it would be

difficult to secure a decent job without proper educational background. Kamla-Raj also

quoted in his article in 2011, that continue absenteeism or poor academic achievement among

47
 students leads to drop out from school. This leads to the increase in streetism, teenage

pregnancy and other social vices in the community and society at large.

b. Scoring low marks in class

Seven respondents made mention that, scoring low marks in class is an effect of absenteeism

on the pupil’s performance. This was what three of the teachers and four (4) pupils had to

say:

Usually those who absent themselves from school score low marks in exercises, class tests and

end of term exams.

I do not do well in class at all because sometimes I do not come to school and when I am in

school I feel much tied because I always wake up at 3.00am in the night to help my aunty

cook for sale.

I do not get time to do my homework well because immediately we close from school I have

to go to the market to help my mother sell her things. By the time we get home I feel very tied

to study.

Two (2) teachers said those who miss lesson do not perform well in class.

Ready (2010) said that, learners who attend school regularly score higher on tests than their

peers who frequently absent themselves. Spradlin (2012), states that, absenteeism affects

students’ learning, their test scores and social development. Kamla-Raj (2012), commented

on this that, absenteeism affects the abilities of students which can be reason of decreasing

the grades and in result of this the students may fail and would have to repeat same year

level.

48
 Also, Thompson (2008) said that, students who attend classes on regular basis get higher

grades and marks in the examination than those students who are absent from classes. This is

actually true because children who miss lessons frequently are seen to be getting lower

grades as compared to those who do not miss lessons.

c. Responding wrongly to questions

Responding wrongly to questions is one of the effect absenteeism has on the pupil’s

performance. Four (4) pupils really attested that whenever they miss a lesson for a particular

day, the next day they are not able to answer question on the previous lesson well.

One of the ‘A’ class teachers has this to say:

It is really a problem when they miss class because when questions are asked on previous

lessons those who were present contributes very well but the absentees are always quite.

It was noted by this study that, students miss class respond wrongly to questions on topics

taught in their absence. Students who attend class regularly are more likely to remember well

the information, apply the knowledge effectively throughout their life (Crede, 2010). Also,

Crede, Roch & Kieszczynka, 2010 added that students who missed class on specific date, are

more likely to respond wrongly to question related to material covered in that day than those

students who were present.

49
I observed that the pupils become demoralized when they are asked questions that they cannot

answer. One of the pupils said that, she is sometimes confused especially when a new lesson

is taught in her absence. She therefore becomes bored in class.

d. Inability to learn new techniques and examples used by the teacher in class

Research shows that, absenteeism of pupils affects their ability to learn techniques and examples

cited by the teacher during lessons. Six (6) respondents attested to this.

I am able to understand well through examples used by our teacher in class. But when I miss

a lesson it is always difficult for me to understand especially science lessons.

When I miss a basic design and technology class, I miss everything because it is a practical

subject.

Four (4) teachers made mention that since children learn by doing, they always make sure that

they use methods of teaching that are practical and involving so learners can understand. But

when they are not in class, they miss everything. Teachers sometimes would have to repeat

lessons which is very stressful and as well as deviate from the curriculum. Because of the

absentees, a teacher instead of using one week to teach a particular topic would end up using

a week and half or two weeks.

That is why Gupta, 2014 indicated in his research that absenteeism affects teachers’ ability to

adopt the curriculum requirements and instructional activities both for the present and absent

students. Section 9(3) of the Ghana Education Service Act, 1995, (Act 506) states that,

student miss valuable information when they are absent from classes. They also missed the

interaction between teachers and benefits of specific examples which are used to clarify the

50
 difficult concepts. Once the student is absent from class, he or she will miss the opportunity

to learn new techniques. This is why it is important to be punctual to school all the time.

Summary

The data gathered about the effects of absenteeism on performance shows that when pupils

absent themselves from school, they miss techniques and examples used by the teacher and

thereby are unable to respond correctly to previously taught lessons. This affects their scores

on exercises, class test and ends of term examinations and at the end, they either dropout of

school or are continuously repeated in a particular class due to their poor academic

performance.

4.2.3 Research question three (3): What are some of the possible solutions to curbing

absenteeism in primary schools?

The question sought to find out the possible solution to curbing absenteeism among the pupils’

of Choggu Yapalsi Primary. Varieties of solutions were raised concerning how to reduce

absenteeism among the pupils.

 Guidance and counseling

Four (4) teachers and one (1) parent suggested that guidance and counseling services should

be organized for pupils on the negative effects of absenteeism and the positive effects of

being punctual to school. When pupils understand importance of education, they would be

serious with their books and also be discipline.

 Leadership roles

Giving absentees leadership roles was suggested by three (3) respondents as a way of curbing

absenteeism among the pupils in the school. According to them, when the identified pupils

51
 are given leadership roles like class prefect, school prefect, bell boy and the others, he or she

would turn a new leave by being punctual and discipline for leadership they say is by

example.

 Effective parent teacher association (P.T.A)

The findings reveal that, there should be an effective Parent Teacher Association in the

school. Four (4) teachers and one (1) of the identified pupils mentioned that when there is

an effective P.T.A in the school it would ensure that rules and regulations in the school

are properly enforced and adhered to. It would include rules on absenteeism of students.

According to Reid, Panla and Elizabeth (2001), schools must involve parents in all aspects of

preventing absenteeism. When parents are involved, they would take up the responsibility of

ensuring that their children are in school at all times.

 Motivation

Two (2) teachers and one (1) parent mentioned that when pupils are motivated both at home

and in class, it could help reduce absenteeism. That is, parents could encourage their children

to go to school by providing them all that they need to be in school and also promising them

an award or gift if they should perform well in class at the end of the term. With this, the

pupils would be serious with their studies by attending school at all time so that they can

perform well and get the gift or award. The teachers too can motivate their pupils through

praises or awarding students who attend class as well as performs well in class.

Jim (20117) suggested that students can be motivated to improve their attendance and ensure

positive students behavior. It can be in a form of reward or praise. Also, Moore , 2008;

52
 Brener &Kann, 2008 ; Kottassz, 2005 said that, Students with high level of motivation tends

to have high level of attendance to engage in academic work.

 Government support

Four (4) teachers said government should support in providing teaching learning materials to

schools and also ensure that the school environment including the classrooms are conducive

for effective teaching and learning to take place.

 Attitudinal change of pupils.

Two (2) parents of the identified pupils also suggested that, there is a need for pupils to develop

positive attitude towards school and as well being discipline. According to them pupil

developing positive attitude towards school and recognizing the importance of education is

the only solution to curbing the issue of absenteeism in the school.

Summary

The data gathered from individual participants on the possible solutions to curbing absenteeism

among the pupils indicates that organizing guidance and counseling services, giving

absentees leadership roles, effective parent teacher association, motivation, government

support and pupils developing positive attitudes are the various ways by which absenteeism

can be reduced in the school.

Limitations

It was difficult getting information from the parents of the identified pupils. This is because

all of them were traders and when they leave in the morning they return home in the evening

at around 4: 00am to 5:00amwhich actually was a limitation for the researcher.

53
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

54
5.0 Introduction

This final chapter is divided into three parts. The first part presents a summary of the major

findings of the study and the second part discusses the conclusions drawn from the study. The

third part deals with the recommendations on how learner absenteeism may be prevented among

pupils in Choggu Yapalsi Primary.

5.1 Summary

The main purpose of this study was to examine the effects of absenteeism on pupils’ academic

performance in class five (5) of Choggu Yapalsi Primary School in Tamale. The objectives of the

research was to examine the causes of absenteeism of pupils in Choggu Yapalsi M/A Primary

School, to explore the effects of absenteeism of pupils on academic performance in Choggu

Yapalsi M/A Primary School and to suggest possible solutions to curb absenteeism of pupils in

Choggu Yapalsi M/A Primary School. Several literatures were reviewed with regards to the

objectives of the study.

The research is a conventional research. It aims at suggesting possible solutions as to how an

issue can be resolved. The methodology used for the research was qualitative research and the

research design chosen for the research is case study design. The sampling size comprises

twenty- two (22) respondents. These respondents were purposively selected for the study.

Interviews and personal observation were the main tools used in the study. Data was analyzed

qualitatively by stating and explaining vividly what the various respondents said during the

interview.

The findings of the research reveal that, parental poverty, assisting parents at home and

entertainment centers are the major causes of absenteeism among the pupils of Choggu Yapalsi

55
Primary. The study also revealed that, absenteeism has a lot of effects on the academic

performance of pupils in the school. The researcher found out that, school dropout, scoring low

marks in class, unable to learn new techniques and examples used by the teacher in class and

responding wrongly to questions are some of the effects of absenteeism on their performance.

Further suggestions or possible solutions were raised by the various respondents as to how

absenteeism can be solved in Choggu Yapalsi Primary. Some of the suggestions include; there

should be an effective Parent Teacher Association (P.T.A) in the school that ensures that rules

and regulations in the school are properly enforced and adhered to. It would include rules on

absenteeism of students. This would ensure that absenteeism is reduced and academic

performance improved. Guidance and counseling service should be organized for pupils on the

importance of education and attendance. Also, leadership roles should be given to absentees so

that they would be punctual to school. Motivating pupils either through praises or awards to

encourage them to come to school all the time. There should be attitudinal change of pupils

towards education and lastly, the government should support by supplying the school with

teaching learning materials and helping them to renovate the primary five (5) blocks which is not

in a good shape.

56
5.2 Conclusion

The study above shows that absenteeism does not only have an effect on the pupils’ academic

performance but also, on their general well being. It is an important issue affecting all schools.

According to Child Trend Databank, (2015), attendance is an important factor in school success.

The study shows that school drop-out is the major effect of absenteeism in Choggu Yapalsi

Primary. The main findings from the data analysis indicate that a lot of factors contribute to

absenteeism among pupils among which parental poverty, assisting parents at home and

entertainment are the major causes. This according to the study makes parents to neglect their

responsibilities which adversely affect their children in school with regards to their academic

performance.

The study revealed that when the following measures are put in place absenteeism can be

controlled;

Organizing guidance and counseling service for pupils, giving absentee’s leadership roles,

existence of an effective parent teacher association (PTA), motivation, government support and

ensuring conducive teaching environment and attitudinal change of pupils.

This study made some of the parent to realize that, over engaging their children at home is

actually the cause of absenteeism which is affecting their academic performance. They therefore

said as a way of helping in the reduction of absenteeism, they would ensure that their children

always come to school and that they would do their best to provide their basic needs for them so

that they may have a sound mind to study.

According to other researchers, boys absent themselves from school than girls. But my research

says that, the girls are rather those who absent themselves than the boys. Also according to my

57
research, learners below the age of seven (7) years were not absenting themselves because at that

age they have not responsibilities to perform. But pupils at the age of seven (7) and above were

those frequently absenting themselves from school because they have responsibilities to perform

at home.

The research further shows that, pupils see education as a waste of time and would rather prefer

working for money. Lastly, pupils feel demoralized in class when asked questions on topics

previously taught.

5.3 Recommendations

After collecting and analyzing the data for the study, the researcher came out with these

recommendations in order to help reduce pupil’s absenteeism in Choggu Yapalsi Primary School

and improve upon their academic performance.

Recommendations for parents, guardians and community members

58
 Parents should provide their children with their basic school needs such as uniforms,

books, pens, school bags, sandals and all that is needed so that they can feel comfortable

and enjoy school life. When this is done, pupils would not have to work for money in

order to buy things they need which may lead to absenteeism. Parents should co-operate

with schools in measures to eliminate absenteeism.

 Parents and guardians should lessen the activities or errands that their children do in the

morning before going to school. They should make sure that their children sleeps early

and also wake up early for school to avoid lateness and punishment at school.

 There should be attitudinal change on the part of the pupils towards education and

attendance. They should be punctual to school and to every lesson taught as well as

serious with their studies so that, their academic performance would be good.

 They should have time for their wards and also talk to them about the importance of

education and also assist them in their home works if possible.

 On the question of whether absenteeism has anything to do with peer group influence the

researcher recommends that the chief and opinion leader in the town should make a bye

–law discouraging school children from roaming on the street either playing or selling

during class hours.

 Again, with regards to the problem of increase in entertainment and video centers around

the school, the researcher recommends that the district Assembly should enact a bye-law

banning operators of such centers from allowing pupils to enter their centers during

classes hours or school hours.

 Parents should motivate their children to go to school and to study. They can do this by

either praising them or giving them award or gift.

59
Recommendations for educational institutions

 There should be an Effective parent Teacher Association (P.T.A) in schools. This will

enables teachers and parents to come together to think about and plan for the welfare of

the child. Policies on the consequences of absenteeism should be implemented by the

school and all pupils should be aware of it.

 Schools should organize talk shows or guidance and counseling service from time to time

to educate pupil on the importance of education.

 Teachers should motivate pupils to always be in school. They can do that by giving

awards to pupils who are always punctual for others to emulate. Also, it can be in a form

of praises.

 Teachers are the main role models of every school-going child and should therefore be

encouraged to put up their best behaviuor and to always be punctual and regular at

school. This would help their pupils to develop the habit of being punctual and regular at

school.

 The government should support by providing the school with teaching learning materials

and extra classrooms in order to ensure effective teaching and learning in the school.

If all these recommendations are put in place or taken in to consideration, the incidence of

absenteeism would be resolved in Choggu Yapalsi Primary thereby improving upon their

academic performance and reducing school drop-out.

60
REFERENCES

Child Trends Databank, (2015). Student Absenteeism: Indicators on Children and youth. Article
updated December 2015.
Community Agency for Social Enquiry & Joint Education Trust, (2007). Learner Absenteeism in
South African Schooling System. Jet Education Services, Braamfontein. Web site address:
director@case.organisation.za
Cook L. D &Ezenne. A, (2010). Factors Influencing Students’ Absenteeism in Primary Schools
in Jamaica: Perspectives of community members. Caribbean Curriculum, Vol. 17,
2010 ,33-57.

61
Department for Education and Skills, (2003). Absence from School: A study of its causes and
effects in seven LEAs. DFES Publications. ISBN: I 841859923. Ref No: RR424.
Dadzie A. M, (2013). Factors Influencing Primary School Attendance and Performance in
Selected Schools at Oforikrom Sub Metro in Kumasi in the Ashanti Region. Unpublished
project, University of Cape Coast, Cape Coast.
Jannat G. T, (2014). Student absenteeism in schools. Karlstad’s Universitet, Karlstad.
Khalid. N, (2014). Effects of Absenteeism on Students Performance. International journal of
Scientific and Research Publications, Volume 7, Issued 9th September, 2017.
Komakech. R.A &Osuu. J. R, (2014). Students’ Absenteeism: A silent killer of Universal
Secondary Education (USE) in Uganda. International Journal of Education and Research.
Vol. 2 No. 10 October 2014.
Kingh. K, (2012). Methodology of Educational Research. Published by Lotus Press, New Delhi.
Masogo G. D, (2015). Causes of Absenteeism: A survey of four Lobatse Junior Secondary
Schools in Botswana. A research project, unpublished, Botswana.
Mboweni. L, (2014). Challenges and factors contributing to learner absenteeism in selected
primary schools in Aornhoek. University of South Africa. Unpublished dissertation.
South Africa.
Naila K. D/O Khalid M., (2014). Effects of Absenteeism on Students Performance. International
Journal of Scientific and Research Publications, volume7, issue 9,September 2017.ISSN
2250-3153.
The Ghanaian times, (2014). Curbing absenteeism in schools. Newspaper review, 18th
November.
Walt.G, (2014). Understanding chronic student absenteeism. Article published on the 31th
August, 2014. The Japan times opinion, Japan.
Yusuf. E, (2013). Fundamentals of Research Methodology. Published in Nigeria by SUNJO A.J
global links ltd.

APPENDICES

APPENDIX ‘A’

INTERVIEW QUESTIONS FOR THE IDENTIFIED PUPILS

62
 a) Causes of absenteeism

1. Do you sometimes absent yourself from school?

a) Yes b) no

2. If yes what has been stopping you from attending school regularly?

……………………………………………………………………………………………..

3. Do your friends attend school?

a) Yes b) no

4. Do your parents give you enough food and pocket money for school?

a) Yes b) no

5. Do you avoid school in order to look for some money to feed yourself?

a) Yes b) no

6. What activity do you engage in to get money?

…………………………………………………………………………………………….

7. What do your parents do when they see you at home during school hours?

………………………………………………………………………………………………

8. Does your teacher punish you when you absent yourself from school?

a) Yes b) no

9. What punishment did you receive when you absent yourself from school?

……………………………………………………………………………………………..

b) Effects of absenteeism on performance

63
1. Are you able to respond to questions on previous topics correctly?

a) Yes b) No

2. How is your academic performance in class?

a) Good b) very good c) poor

3. Are you able to understand what is taught in class in your absence?

……………………………………………………………………………………………..

4. In which way does absenteeism affect your academic performance?

………………………………………………………………………………………………

c) Possible solutions to curbing absenteeism

1. If all your needs such as books, uniform and pocket money are meet would you go to

school regularly?

a) Yes b) no

2. Would you come to school every day if you are given a leadership position in school?

a) Yes b) no

3. What else should be done to help you stop absenting yourself from school?

…………………………………………………………………………………….…………

64
APPENDIX ‘B’

INTERVIEW QUESTIONS FOR PARENTS OF IDENTIFIED PUPILS

a) Causes of absenteeism

1. Who provide your child's educational needs?

…………………………………………………………………………………..………

2. Why is it that your ward does not attend school often?

………………………………………………………………………………………….

3. Do you face difficulties in caring for your ward?

a) Yes b) no

4. If yes what is the problem?

…………………………………..

………………………………………………………..

5. Does your child have friends who do not attend school?

a) Yes b) no

6. Do you visit your ward/child at school regularly?

a) Yes b) no

7. What action do you take when your ward run home during school hours?

……………………………………….

……………………………………………………..

8. What duties do you assign to your ward in the morning before school hours?

65
 …………………………………..

…………………………………………………………..

9. Do your child do engage in any work at home after school?

a) Yes b) no

10. What kind of work?

………………………………….

…………………………………………………………….

b) Effects of absenteeism

1. How did absenteeism affect your child’s academic performance in school?

………………………………..…………………………………………………………

2. Does your ward do well in class test, exercises and end of term exams?

a) Yes b) no

b) Possible solution to curbing absenteeism

1. What do you think should be put in place to stop your ward from absenting

him/herself from school?

…………………………..

……………………………………………………………….

66
APPENDIX ‘C’

A. INTERVIEW QUESTIONS FOR TECAHERS OF IDENTIFIED PUPILS

a) Causes of absenteeism

1. Do some of your pupils absent themselves without any good reason?

a) Yes b) no

2. What punishment do you give them when they absent themselves from school?

…………………….………..

………………………………………………………………….

3. On which day is absenteeism very high?

a) Monday b) Tuesday c) Wednesday d) Thursday e) Friday

4. What home factor is the major cause of absenteeism in your class?

…………………….

……………………………………………………………………………

b) Effects of absenteeism on performance

1. What are the effects of absenteeism on the pupil’s academic performance?

………………………….

………………………………………………………………………

2. What other effects does absenteeism have on the pupils’?

………………………………………………………………………………………………

….

c. Possible solutions to curbing absenteeism

67
 1. What should be done to help them to stop absenting themselves from school?

…………………………………………………………………………………………………........

.................

68
69