Okumu Kezironi.pdf - KIU INSTITUTIONAL REPOSITORY

ABSENTEEISM AND PUPILS'ACADEMIC PERFORMANCE IN PHI MARY

SCHOOLS IN TORORO DISTRICT: A CASE STUDY OF

MUKU,JU SUB COUNTY.

BY

OKUMU KEZIRONJ 1162-07 I 74-08836

A RFSEARCH REPORT SUBMITTED TO THE FACULTY OF EDUC\TION AS

PARTIAL FULFILMENT OF THE REQUIREMENTS FOR TllE A \VARD OF

THE DEGREE OF BACHELOR OFEDl'CATJON OF

KAMPALA INTERNATIONAL UNIVERSITY

JULY2018

DECLARATION

I Okuurn Kczironi hereby declare that this research is my original work and has ne,w been

submitted for any academic award in any institution.

NAME: OKUMU KEZIRONI

SIGNATURE: ~.-:::::=-====~

DATE

APPROVAL

This is to certify that this research by Okumu Kezironi under the topic

Pupils ' Academic Performance in Primary Schools in Tororo District: a Case Study of

Mukuju Sub-County has been presented for examination w ith my due approval as a University

supervisor.

SUPERVISOR: WAKUT ,E ANTHONY GODWIN (MR)

SIGN

DATE:

ii

DEDICATION

This work is dedicated to my Mother Nyafwono Florence, my beloved wife Nyapc'ndi Margret

and my Children: Awino Pauline Moreen, Okumu Junior, Nyafwono Mercy, Loyo Faith, Nyakecho patience, Odoi Victor and Aba Were who missed me for long while, l was pursuing

this course.

iii

ACKNOWLEDGEMENT

I praise unJ thank God for enabling me to finish this piece of work. My deep gr:ititudc gu1:s 1,, Mr. Wakutile Anthony God,.vin who laboured all day long guiding me through th1: research

process. l wish to appreciate, Dr. Cherop Charles and all other lecturers of the Family or Education. Kampala International University for their precious time, inspiration, general and

specific guidance. This truly motivated me to realize this treasured dream.

I am grateful to my Friend Bishop Martin and my children: Awino Pauline Moreen. Okumu

Junior, l\) afwono !Vlercy. Loyo Faith, Nyakecho patience, Ocioi Victor and ;\bu Were II ho

endeavored lots of vexation and discomfort while I "'as away to write this rese,trch proposal.

I appreciate all the noble colleagues in the teaching fraternity and students of :ill levels in Tororo

district lc>t their time to respond to the research instruments. I thank all 11ho helped me in lln,·

way or the other in this academic struggle. Finally, 1 ,vish to extend my special tlwnks to my clc,1r

Wife- N) apendi Margret for the financial support and keeping the family while I was pursuing

this program.

May the .\!mighty God bless you All.

iv

ABSTRACT

The purpose of the study is to find out the effect of pupils" absenteeism on their academic perfonmu1ce in selected primary schools in Mukuju sub county Tororo district. It has been prompted by the declining performance in primary leaving examinations amidst increase in pupil

absenteeism. The objectives of the study are; to find out the effect or pupils" abscnl<.'eism on their

academic performance; to find out factors responsible for pupils" absenteeism in selected

primary schools; to establish the academic performance of pupils in selected primary schools in

Mukuju sub county Tororo district and to investigate the strategies for curbing pupils'

absenteeism in selected primary schools in Mukuju sub county Tororo district. The· study II ill be

conducted in five government aided primary schools in Mukuju sub county fororu district. The·

sample site, will be got from a population of 25 students from the prefect body. ihe bend !cacher

from each of the selected primary schools. Chairman School management commi!tce from each

school, the L.C I from the village in which each of the schools is located, and 6 teachers. This

makes a total population of 169 respondents. Simple random sampling will be used by !he

researcher for teachers and pupil prefect body to enable respondents to hm e an equnl chance uf

being sekcted while purposive sampling will be used on Head teachers. School nrnnagemen!

committee> chairpersons and Local council leaders (L.C I Chairpersons) t<1 c'nable in-ckpth

gualitativ: research in which the focus will be to understand complex social phenomena. Daw

collection methods will be questionnaires that will be clistributccl to teacher, 11 hilc inten ie11s

will be conducted with head teachers, chairpersons school management committee. pupil

prefects. L.C J leaders from each of the selected schools. The data collected 11ill be put in table, ancl figure'•; for easy analysis and interpretation. The researcher 11 ill point out the findings o/' ihc

study b,,, ·Jon research objectives and give conclusions. On addilion. the rc:,c"rcl1cr 11ill 1rn1kc•

recommc:1.lations guicied by the research objectives and propose suggestions 1,,r future al'liun.

Key words: in the study are absenteeism, truancy and performance

V

TABLE OF CONTENTS

DECLAllATION ........................................................................................................................... i

APPROV,\L .................................................................................................................................. ii

DEDICATION ............................................................................................................................. iii

ACKNO\VLEDGEMENT .......................................................................................................... i1·

ABSTRACT ................................................................................................................................... v

LIST OF FIGURES ..................................................................................................................... ix

LIST OF l'ABLES ......................................................................................................................... x

LIST OF ABBREVIATIONS ..................................................................................................... xi

CHAPTER ONE

fNTRODUCTION

1.0 Background to the Study ........................................................................................................ 1

1.2 Problem Statement .................................................................................................................. 3

1.3. Purpose of the Study ............................................................................................................... -1

1.4 Specific Objectives ................................................................................................................... -!

1.5 Research Questions .................................................................................................................. -1

1.6 Srnpl' of the Study .................................................................................................................... S

1.6.1 Con1--11t Scope ......................................................................................................................... 5

l .6.2 Get•~rnphical Scope ................................................................................. .. . ................. , .. 5

1. 7 ,Justification of the study ......................................................................................................... S

1.8 Significance of the Study ......................................................................................................... 6

1.9 Conceptual Framcwork. .......................................................................................................... 6

Figure I: ('onceptual framework ..................................................................................................... (,

1.10 Definition of operational Terms as used in the study ......................................................... 7

CHAPTER TWO

LITERATURE REVIEW

1.0 Introduction ............................................................................................................................. 8

'..I Effcc1 vf Pupils' Absenteeism on their Academic Pcrformancc .......................................... H

.2 Factors Responsible for Pupils' Absenteeism in Primary Schools ...................................... 9

.3 Academic Performance of Pupils in primary schools ........................................................ 12

vi

2.4 Stralcgics used in curbing Pupil's Absenteeism ................................................................. 13

2.5 Summary of Literature Review ............................................................................................ 19

CHAPTER THREE

METHODOLOGY

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

3.1 Research Design ..................................................................................................................... 20

3.2 Sample Population, Size and Technique .............................................................................. 20

3.2. l Stmh population .................................................................................................................. 20

3.2.2 Sa11:11le size ........................................................................................................................... 20

3.2.3 Sampling Technique ............................................................................................................. 21

3.3 Study Procedure ..................................................................................................................... 22

3.4 Res<·arch instrument .......................................................................................................... 22

3.5 Validity and reliability of the research instruments ........................................................... 23

3.6 Etl1ical considcration ......................................................................................................... 23

3.7 Lin1itJ1ions of the study .................................................................................. ........................ 21

CHAPTER FOUR

PRESENTATION AND DISCUSlON OF RES LILTS

4.0 Introduction ........................................................................................................................... 25

4.1 The effect of pupils' absenteeism on their academic performance in primary schools in Mukuju sub county, Tororo District .......................................................................................... 25

4.2 The f-.,dors responsible for pupils' absenteeism in primary schools in Mulrnju sub county, ·rororo District ................................................................................................................ 29

4.3 Establish the academic performance of pupils in Mulmju sub county, Tororo District 32

4.4 Quality of teachers on academic performance in Mukuju sub county, Tororo District.32

4.5 What dse could be done to reduce the problem of absenteeism on academic performance in primary schools in Mukuju sub county, Tororo District .............................. 3.'I

CHAPTER FIVE

SUMMARY OF FINDINGS. CONCLUNSION AND RECOtvIMENUA J JONS

5.0 lntrod uction ........................................................................................................................... 36

vii

5.1 Sum1nary of findiugs ............................................................................................................. 3(;

5.2 Conclusions ............................................................................................................................. 3 7

5.3 Recommendations ............................................................................................................... 38

5.4 Areas for further study ......................................................................................................... 39

REFERL.'\CES .............................................................................................................................. -+0

APPENDICES ............................................................................................................................... -+1

APPENDIX I: QUESTIONNAIRE FOR TEACHERS .......................................................... .42

APPENDIX II: INTERVIEW GUIDE TO HEADTEACHERS, SCHOOL MANAGEMENT COMMITTEE CHAIRPERSONS AND LC I LEADERS ..................... ..JS

APPENIHX III: INTERVIE\V GUIDE TO PUPILS' PREFECT'S BOD\ ........................... fo

APPENDiX IV: TABLE SHO\VING SAMPLE SIZE FOR GIVEN POPUL\TION ......... -17

APPENDIX V: MAP OF UGANDA SHOWING TORORO DISTRICT ............................. .48

viii

LIST OF FIGURES

Figure 1: ( ·onceptual framework .................................................................................................... (,

ix

LIST OF TABLES

Table 3.1 · Sample Size, Population and Sampling Techniques ................................. .................. 21

X

CA

!GA

NCSC

NCSE

NGO

P/S

TASC

UPE

us

LIST OF ABBREVIATIONS

Continuous Assessment

lncome Generating Activity

National Centre for State Courts

National Centre for Student Engagement

Non-Governmental Organization

Primary Schoo]

Truancy Assessment Centre

Universal Primary Education

United States

xi

CHAPTER ONE

INTRODUCTION

1.0 Background to the Study

Bowen ('.!005) explains that academic performance refers to how students deal 11 ith their studies

and how they cope with or accomplish different tasks given to thern by their teachers.

Academic performance can also be described as the ability to study and remember facts and

being able to communicate your facts verbally or down on paper.

In North America, Halpern (2007) says that in the past, acadernic performance was olkn

measured by ear than today. Teachers' observations made up the bulk of as;,essmenl and today's

summation or numerical rnethod of determining how well a student is performing " fairly recent

invention. Oracling system came into North America in the late Victorian period <1ncl was initi<1lly

criticized due to high subjectivity. Different teachers valued cli!Tcrent aspects of learning more·

highly th,t11 others and although some standardization was attempted in order tu nrnkc the system

fair. the problem continued. Today. changes haYe been made to incurpurctlc' diffcrcnccs lc>l

inclividu:d pupil's abilities and exploration of alternate methods of measuring performance is

ongoing.

According to Kottasz (2005). when analyzing academic perforrnance. u child ur Silllknts interest

is the most basic element that makes a group learning system work in organized \Ill). Frnm till'

head to the base, members of the organization. the condition of one may affect the others. This

kind of education system is comparable to a series light connection where in the state of one

greatly affects others. Population and the percentage within the population which causes negative

feed backs can be the primary reason for poor product. The group or classroom type of

organized way of learning has given that impact to the community being the cun1rnonly system.

It is effec1i1·eness has never been proven and has never been out of fashion

1

In Africa particularly, Kottasz (2005) continues and explains that the relationship between a

student's physical presence on class discussions and their learning is greatly relative. Class

participati,m is just one way of measuring a child's learning ability. In a class. the teacher stucknt

relationshi,, is one of the most fundamental units in students learning.

Attendan,·, is an important factor in school success among students. Kaolin (10 I'! I obscn·cs that

beginning in kindergartens, students who attend school regularly score higher on tests than their

peers who are frequently absent.

Chronic truancy which is frequent unexcused absence is a strong predictor of undesirable

outcomes in adolescence, including academic failure, dropping out of school, substance abuse

gang invul ,·ement, and criminal activity.

However, chronic is increasingly identified as an important "early warning sign" that a student is

at risk for school failure and early dropout. Chronic absenteeism is usually delin,·d as missing ten

percent u1 more of school days. Unfortunately, few schools currently l1e11c the capacity lo

analyze at1,·ndance data to ide;ntify those students who are chronically absent.

Many factors can contribute to student absenteeism for example family health or /inanci,il

concerns, poor School climate, drug and alcohol use, transportation problems. and differing

com111Lmi1_, attitudes towards education are among the conditions that are oi'lcn ,1ssociated ll"ith

a child's ih•quent absence from school.

Fleming (2005) noted that absenteeism is one of the most common causes of degrncling

performance of students. Absenteeism causes big loses and may result to gi1 ing up an armed

position. li can also cause social repletion especially 11hen a class is compused ui" ,1 [!rent numbl'I"

of student.-:. This habit can cause a dilemma to the school administration II he'll big Cigurcs are

involved cl!id may decrease the schools. On the other hand. contamination of sickness and disease

can be m ,,idable because of absences of a person.

Fleming ('005) still points out that student's performance may be the grounds ur the results or his or her learning. School administration and faculty may also affect absenteeism rnte of' their

students. And so as the populations of those students who practice absenteeism affect the

administration and it is self There are so many fruits that the root absenteeism can produce

depending tlll the situation of the respondent for example absenteeism affects thestuclents' abilit,

2

to get high scores in examinations which can cause the decreasing grades elf students or the

students may fail and will cause him or her to repeat the same year level.

Students 11ho have spent time attending lectures or classes have a significant. positive effect on

students. Students that participated exhibited higher grades and scores in examinations than the

student arnung other impacts on academic performance.

Barker and Jansen (2000) obsen·ed that today in Uganda 11·ith the impkmc11tutio11 <lf the

Universal Primary Education in 2007, the impact of students' absenteeism on academic

performance of Universal Primary Education schools is portrayed in several ways. Hang (2003)

views absenteeism as a constant interruption of the learning process.

He contirn1cs to say that the more absences a student accumulates, the less lw or she can be

expected tu adequately participate in and understand classroom activities among many other

effects. Dc:spite this, the government of Uganda through the ministry of Education and sports and

various authorities with in UPE schools has tried to control this problem ui' absenteeism b)

enforcing discipline on the absenteeism. This is achieved through taking roll calls in classes so as

to estabbi1 those who have reported in order lo identify absentees.

This same ,ituation is also happening in Mukuju sub county Tororo district. It is against such a

background that the researcher got concerned and therefore decided to cnrry out the studv in

order to nu,tlyze the impact of students' absenteeism on their academic perfornrnncc in primar)

schools iH Tororo district. It is speculated that the acaden1ic performance of bm1crs is not

always go,1,I in the government aided primary schools. This has raised questions among different

stakeholders as to what could be the cause. This therefore prompted the research<:r to take look al

the effect uf pupils' absenteeism on their academic performance in primary scil()uls in lVlukuju

sub count) as case study for the whole district.

l'vlukuju s,1[) county being one of the sub-counties in Tororo district, it is 11<11 therefore an

exception Lliat its schools are affected

1.2 Problem Statement

The aca,kmic performance of pupils in Tororo districthas not been good notabl) with varying

results ) ear after year. For 2011, out of 4,342 pupils. only 59% passed, in 20 I 2. uf 5.123 pupils.

only 52% passed, for 2013 of 5,934, only 61 % passed unlike in 2014 where 67% of 4,850 pupils

3

passed. Some children absent themselves from school to go to the market look after cattle in the

village, pl,1y cards in exchange for money, stay at home chores and above all involvement in

petty businl'ssesfor quick money. This has raised concern among the different stnkeholders as to

what could be the cause of these performance trends. The c,xtent to which pupils" absenteeism

contributes to this is not yet clear. It is against this background that the researcher intends lo

investigate on the effect of pupils' absenteeism on their academic perfornwnce in primary

schools in Tororo district. a case study of Mukuju sub county.

1.3. Purpose of the Study

The purpose of the study is to analyze the impact of absenteeism and academic performance of

schools in Mukuju sub county Tororo District.

IA Specific Objectives

This research will be guided by the following specific objectives:

I. To line! out the effect of pupils' absenteeism on their ncmlemic perfornrnnce in primary

sd1ools in Mukuju sub county Tororo District.

2. ·1" 1ind out the factors responsible for pupib' absenteeism in primm_, scli,>ols in il!11k11_iu

std, county Tororo District.

3. "fo ·establish the academic performance of pupils 111 prnnary schools 111 IVlukuju sub

county Tororo Districtfor the last four years.

4. Tu investigate the strategies used in curbing pupils' absenteeism 111 pnm:ir) schools m

Mt,kuju sub county Tororo District.

1.5 Research Questions

The follo1\ ing research questions will guide !he study:

I. \\"I.:,! is the effect or pupils' absenteeism on their academic pc1form,111,·e 111 pr1111,1r)

schuols in Mukuju sub county Tororo District0

2. What factors are responsible for pupils' absenteeism in primary schools in Mukuju sub

county Tororo District?

3. \\"hat was the academic performance of pupils in primary schools in Mukuju sub count,

T,m,ro District9

4

4. Wl,at strategies are used in curbing pupils" absenteeism in primar, schouls in Mukuju

sub county Tororo District?

1.6 Scope of the Study

1.6.1 Co111cnt Scope

The study will be limited to finding out the effect of pupils" absenteeism lln their academic

performanc,\ factors responsible for pupils' absenteeism, academic performance of pupils for the

last four yc:1rs and strategies used in curbing pupils' absenteeism.

1.6.2 Geographical Scope

The stud) will be carried out in Mukuju sub county Tororo District.Tororo district is bordered by

Manafwa district to the north Busia and Kenya district to the north-east. Kenya to the cast.

Butaleja district to the south-east, Mbale district to south-west, and to the \\est. Tororn is

approximately 22 kilometers, by road, north-east of Mbale district the largest city in the Bugisu

sub regiun. It is located between Ot 0 14'N 34°IS'E and 1.233°N 3.J.250°E

1.6.3 Tinn· Scope.

The resc:11,·her will explore situations from 2012 to 2017. This period will he selected because

the acad,·rnic performance of learners seems not to be good.

1.7 Justifiration of the study

This study is needed because it will:

l. 1-ldp the different stakeholders to know the relationship between pupils' absenteeism and

their academic performance.

2. ren1ind parents and guardians of their responsibilities and roles in child c:1rc

3. E11,1ble children to know their roles and responsibilities in school attend,1ncc.

4. Make school administrators to sensitize parents and other stakeholders on their roles

incurbing school absenteeism by pupils.

5. 1111,,rm stakeholckrs of other factors that affect pupils' ,1c,1ckrnic 1wrrurn1,111cc in rc!,nion

tu pupils' absenteeism.

6. One other factor which justifies the study of this topic is the fact that it :,ets a base for

future research into absenteeism by all stakeholders and educational partners.

5

1.8 Significance of the Study

The findings will be used in the Ministry of Education and sports to make pulici<'s or managing

Schools.

The management and other stake holders in the local government will benefit from the findings

in making rules and regulations for schools aimed at improving academic perlornrnnce standards.

The study will also be useful to other scholars in future ,, ho may w:mt tu rc'sc·,irch about the

same or rdated problems

1.9 Conceptual Framework

Figure I: Conceptual framework

Independent variable

Pupils' Absenteeism

• caporal punishments

• Active laws

• Low socio-economic status

• Availability of mnrkets

• Pupils ignorance

• [!]iterate parents

• Laissez-faire friendship

4

Intervening Variable

• Government policies

• Teachers· attitude

-

• Guidance and counseling

in schools

• Socioeconomic status

• Parental involvement

Source: Sdf Constructed

6

Dependent variable

Academic Performance

• I lig.h SCU!\.'',

• GooJ µnidl'"

• Pro1nuti0n df pupils

• Excellence i11 ,:lass

The abow conceptual frame work shows the relationship between pupils· absent.:eism. pupils·

academic performance and other intervening variables. This relationship is indicated among the

parameters out lined with in the diagram above. For example. when a pupil absents in class. he

or she rni,ses class lessons which ultimately affect his or her academic performance. The

interrelationship as indicated in the other parameters or indicators of the two main ,·ariables. The

above variables represent the relationship between the independent variable \\hich is pupils·

absenteeism, the independent variable which is academic performance and other intervening

variables. These variables interact with one another but the effect is l'elt in the dependent 1·ariable

which is pupils' academic performance. These variables haw sub rnriubles tlwt :1l.,o interact or

influence tile activities of the dependent variable as re11ectecl on the diagram.

1.10 Definition of operational Terms as used in the study

Abscntet·i,m: Is a situation where a learner is not at school for an entire day.

Academic Performance: Refers to participant's examination grades at the end of a particular

education program.

Authori1.ed Absenteeism: Refers to absenteeism that may be authorized b) the ,chuol undiur

parents.

Chronic Absenteeism: ls defined as missing ten percent or more of school da, s.

Chronic iruancy: Frequent unexcused absence.

Full Absenteeism: Refers to absence for the entire clay.

Partial Absenteeism: Refers to absence for a part of the school day.

Partial Absenteeism: is the absence from certain lessons only or late coming clue to problems

with !rnn,porl

Truancy: Refers to failure to attend school.

Unauthorized Absenteeism: Refers to absence from school for reasons that arc generally not

known 10 1he school or parents or both or to particular behavior by learners.

7

CHAPTER T'vVO

LITERATURE REVIE\V

2.0 Introduction

This chap1cr presents the literature review based on the study. It tries to point out what other

researchers did that is in common with the study at hand. The literature in this chapter will be pul

under headings derived from the study objectives

2.1 Effect of Pupils' Absenteeism on their Academic Performance

Zhang m (2003) views absenteeism as a constant interruption of the learning process. The nwre

absence a student accumulates, the less he or she can be expected to adequately participate in and

understand class room activities. He continues by stating that it is no secret that th,• skill kvds ui'

many high school students have declined while absenteeism continues to incre,1se. I-le writes tlrnl

the on ai, average Monday in the US. many urban high schools liaYe an absence rate of more•

than 30 percent (%). ll is common for many secondary students to miss 20-90 da) s of school in

un academic year.

According to Williams (2000), it is important to note that a primary issue or chronic absemceisrn

is not that 1her<" is no excuse provided. but rather, the exrnsc is nut a rnlid u11c". Students 11h"

have abs,·11tceism problems generally suffer academically and socially. Studic·s indicate thnt

students ,1 l 10 are absent have lower achievement and may be penalized on test scores. Pupils

should therefore be sensitized of the effects of absenting so that efforts me taken to resist

absenteeism.

Williams (2009) notes that absenteeism in pupil affects their schoul performance c·specially 11l1c11

they are in a group or team work for their assignments and projects. Since grouping will help

develop the students' cooperative and ability to share and gain knowledge from their group

mates. likewise, the group mates will also miss the opportunity of gaining kml\\ ledge from the

absent student.

According to Babbie and Mouton (2001 ), absenteeism affects pupils' ability to gel high scores in

examinatiuns which can cause the decreasing of grades or the student may foil and 11ill cause

him/her to repeat the same level. Students who have spent time attending lectures or classes h,t\'C

8

a signific.11,t, positive effect on pupils. Pupils that participated exhibited highc·r gr:idcs and score,

in exami1,1itions that the student.

Baldacchino (2002) states that the difficulty is in inferring the effect of absenteeism pupils'

learning because once a pupil is absent in a class, he or she may miss the opportunity of learning

other tel'lrnigues. He found out that missing in class progress the lik<.'!ihood of missing

examination materials covered that day compared to the students who are present in the class.

2.2 Factors Responsible for Pupils' Absenteeism in Primary Schools

Barker ai:d Jansen (2000) say that the curriculum of schools and strength or ,q,prm ,ti ,qrninst the

habitual ::hsenteeism arc also cited as contributing causes of poor perforn1,111cc. they als,1 ur[~l'

that Pupils cite that negative self-image and low self -esteem are two reasons 1,,r absenteeism.

The negative self-image is sometimes resulting from labeling and tracking 11 ithin the school

system.

Bowen (~U05) corroborates that the pupils cite a negative sell~ image ,md klll esteem as reasons

reason fo,· non-attendance. When pupils perceive that teachers do not care enough to i<)ilo1v upon

absence, their motivation for attendance is not high. Interestingly. a con1·,,rsc view of the

compulsurv atlendance is provided by Bowen (2005) as contributing to and li1rthers the absent

problem. I ,1rcing older students to remain in school when they arc not muti 1;1ted will 0111\

increase llh:ir ob.:;enteeisrn

Fleming 1.2005) categorized possible explanations for absenteeism into three categories. !he

most common were the students' lack of adequate socialization and ignorance of appropriate

behavior. The second group of explanation, the school-level group. was prininrily concerned

with peer pressure and school organizational patterns and their adverse d'i'e,·ts. The author

labeled the third group societal-level explanation. These included changing social morals ancl

communit I values.

Gump (2006) observes that absenteeism is caused by a number of factors such 11s: lack of

interestin~ and challenging curriculum. a desire for hedonistic or interesting ,1c1i1 ities 11ith peers.

negative -:,·If-image and self-esteem, lack of subject interest. lack of personnl intcrc'st in studie,.

the ment,;\ capacity of a pupil does not match with the lessons opted , the poor teaching skills or

9

a lecturer also keep away pupil from school: lack of coniiclence in a lecturer ,md inadequak

relations bdween pupils and their teachers to mention but a few .

According to Halpern (2007). anxiety from a child contributes to absenteeism. ,.\ child can \\akc

up one morning in a mood of not feeling like going to school and however much the parenb

persuade the child to go to school, the child will refuse and thus the parents will end up leaving

the child to do what he or she wants absenteeism included.

Kottasz (2005) says that lack of allied activities also causes absenteeism I ike no spurts

programmes. farewell parties, no annual day cerebrations among others. Pour it>clli or canteen

may also be considered as one of the reasons for absenteeism.

Lalek(2UU5) observes that poor infrastructure facility in school such as no plac·c• in a library to sit

is also one ()fthe reasons of absenteeism. Also another reason cuuld be th,11 sll111c· u!"the students·

do private coaching for their entrance examinations such as medical, engineering ur prepare' I,,,. their board exams through private tuition causes absenteeism in school

Lotz and 1.ee (2003) argue that excess of home work and sometimes fear from examination

keeps children away from school/college. Preparation for the participation in TV shows: music

dance and drama programmes also increase the percentage of absenteeism.

Marburgu· (2001) explains that if a school or college is far off. the percentage ur absenteeism

may incrca,:e. Over expectation of parents also reduces the att<cndancc or a pupil II hen he she is

unable tu ,'ope with parent nature of making comparison among their u11n children with the

friends

Gump (2006) observes that too much socialization causes absenteeism. It must!) happens during

teenage period when students form a group to dodge class. This is true and parents should haw

time to wlk to their children on the right type of friends they should hmc. I le continues to

highlight that another factor responsible for pupils' absenteeis111 is 11he11 mur,· than ,ksired

facilities c,re provided by parents such as cars. 111obiles. high amount of pocket money. and the

student may feel off and thus no need of going to school. This makes pupils to relax other than

concentrnting with the assertion that their parents can provide all they need besicks learning.

Alichandn, and Adams (l 989) put that fomily characteristic such ns llie nu111bcr ul" parents in the

househol,I and parental practices all inlluence student attemlw1ce. !'or e.\Cm1plc. ,1ud,·11ts Ii-urn

10

single-parc·nt families arc more likely to 1111ss school than students from 111u-paren1 families

Parents \\ho are actively involved in their children's school experience ancl munitur their child's

participaii,,n in school.

This can be clone by talking with their child about school, checking home\\ork, and participating

in school-based parent organizations, Corville (1998) found out that students I\ ho perceive their

parents as controlling were less likely to attend school than those who perceived their parents tb

supportive,

In another aspect, Heilbrunn (2004) observed that children who are supported by protecti\c

services including foster care frequently miss rnore school than children \\'ho ,1rc not scn·ed b)

these programs, Conger and Rebeck (2001) analyzes records frurn 17,000 cl1ildrc11 in foster care

and clisclusecl that approximately three-quarters of children placed in foster care all-ended school.

He further studied 30 truant students in Colorado and found that the students 11erc' frequently 111

the care uf child protective services and had been removed from their ho111e,,

Lauchlan 12003) clarilies that school-level foctors that influc11cc stmknt aa,·11d,111c·c include the

culture aml climate of the school, the condition of the school facility, particularly the school's

ventilation system; as well as the rigor and relevance of the school's instructional programs,

These factors shape student perceptions of the school environmc:nt and thus shape the desirability

they feel t,, attend schooL Moreover, the physical condition of the school impacts student health

and thus ini1uences whether the child feels well enough to auend schooL

Accordin~ ro Barnham (2004), the culture and climate of the school, particular!\ as it relates 10

teacher-srudent relationships and more broadly to issues of student safety, has bern 111oderately

associate,! with student absenteeism, The likelihood that a student \I ill nut attend school

increases ,,hen students feel unsafe or threatened by the school communil\ S1c·11arl (~008),

drawing upon National Educational Longitudinal Sul'\'e) (NELSJ data, disclo,c·d Ihm sludc111

outcomes \\'ere related to the student's sense of belongingness or connection tu the ccl111111u11it),

Similarl), Rumberger and Palardy (2005) reported that students who perceived llml their school

was unsafe had higher rates of attribution, In particular, students who experience bullying and

victimization by peers or their teachers tend to miss rnore school than peers who do 1101

experience these conditions,

According to Cohen and Michelle (2009), the academic programs also influence the way pupils

altencl sc!J,,ol. There is a growing body of research that suggests that school culture inrluences

11

student k·:1rning, engage111ent and Jchieve1nenl. Disengagement c~m lend lo ~1 sig11iricnnt increusc

in deviaiis behavior including truancy.

On aclditiu11, Connell (2004) noted that Students who perceive teachers as creating a caring. well­

structurecl learning environment in which expectations are high. clear and fair arc more likely to

report engagement in school. Higher-levels of student engagement reduce the risk of students

missing school or dropping out of school. This perception can be achie\ed through IOl\cr

student-Io-teacher ratios as well as other school-based programs that increase student-teacher

contact through mentoring.

Shendell (2004) also associated the conditions of the school facility. particul,1rh the school's

ventilatio,1 system, with student attendance. Poor \"entilntion S\·sterns illlrucluce students

particulai I:, those with respiratory health challenges including asthma to conditions that promote

chronic ill:1ess .it is therefore necessary that the different stakdwlders work together lo enroll

and retai11 pupils in school until they complete the primary cycle. This can be prumoted through

the impro\-crnent of the infrastructure in the school ranging from classrooms tu liib<>ratories

Teasley t2004) says that lack of personal interest in studies and lack of subject interest also

contributes to student's not attending class some times. So in this case h01vever much the school

authorities try very hard to persuade the child to attend school, they may nut succeed. This

therefore ,·,ills for teachers' effort in using instructional strategies lhal arc c'hild ccnt<:recl and

friendly.

Weller (2UOG) points out that lack of school clues also may make a child nol to llltend school.

This is k,·ause in most schools, unless one has paid the school dues, they c,11111<>1 be ,l1lo\1c·d to

study. At limes a student may foll sick and fail to obtain the necessary treat111c111 \\ hich 111akcs it

hard for them to attend school.

2,3 Academic Performance of Pupils in primary schools

According to Malika (201 G), School absences cause valuable loss of instructional education time.

Attenclinr• school regularly is a vital factor in school success for both stu,knls and teachers.

Excessi\"c- school absenteeism is often linked to poor school academic achievernenL so school

attendance by both teachers and students plays an integral role in the success and educntiorn1i

advancen,ent levels of any academic institution and all students enrolled.

12

According to PLE UNEB results of 2013 and 20 I 4, the academic perfonn:1ncc' ,,r students Ill

Tororo district was not good as out of 10,784 pupils 11ho sat /or PLE, uni) -L:i"-o passed 111

division one, 23% in division two, 19,6% in division three, 12% in di,isi,111 four, 18,9%

ungraded and 2 I% completely failed, This academic performance could be linked to number or

factors among which could be pupils' absenteeism,

Malurino 12008) emphasized that it is crucial to the success of any school to employ dedicated

teachers who are physically present to administer quality education to each student. Excessi\'c

absenteeism by the teaching staff can drastically hinder the learning environment and academic

achievenwnt of students when instructors are not routinely present to teach lhc111. In most c:1ses

children imitate what they see from their elders, When teachers absem themsel, e's from school,

pupils imiu1te or copy their characters and do the same, This makes them to lose II lint they were

supposed 10 cover hence, low academic achievement The loss of quality inslruc·tional time for

pupils can result in unlearned academic skills and objectives, and subsequent reduction in pupils'

standardized test scores, It is therefore imperative that teachers become good models with respc'cl

to school ,,tlendance for better achievement and performance,

Successful schools cannot survive without physically present students, Related lo the above, the

"Excessi\e Absences Intervention" research study by Linda (20000) indicated thut excessi,e

absenteeism by students may result in unlearned course material l'rorn fewer hc>urs of instruction,

and a di,,ruptiun of class instruction for teachers who ha,e to administer re111ediation lur the

absent srucknt when he returns to school, Excessive absenteeism by students lllll) additional!,

result in poor academic achievement because students are not receiving it1'lniction on a

consecuti, c basis, This problem also causes low standardized test scores bccw1sc' :1bscnl stucknts

are not present to learn key concepts and skills that are assessed on standardized c'.\Clllls.

2A Strategics used in curbing Pupil's Absenteeism

According to Maynard (2012) pupils' attendance program can be instituted involving

monitoring, prevention, and intervention activities, Monitoring activities should provide schools

with accurate and timely information to effectively identify pupils \\·ho me• must at-risk or

becoming chronically absent. They should provide educators II ilh inforniallun about studc11l

attendance before the student becomes chronically absent. Secondly. school ml111i11istrntors and

13

managers should take steps to prevent pupils' absenteeism. These prevention ac1i1 ilies should be

broad-based and designed to educate pupils, parents. families. teachers. and communities about

the imp,n:mce of consistenl school attendance while also crealing condi1iu11s lhlll i11centilc

perfecl or uear-perfect attendance.

More importantly Nalero (2004), clarifies that prevention measures should also 111clude eClbrts lo

provide education and information to pupils so that they develop an underslancling of the

importance of regular school attendance.

These inkrventions should include immediate communication II ith parents abm,t their son or

daughter', attendance as well as follow-up supports thal effeclil'ely assisl pupils in arri1·ing al

school on-1ime, ready to learn.

He continues to add that as a final measure, school administrators and managers 11wy bc11elit

from pannerships with community agencies that offer broader access lo social sen·ices and

juvenile Jt,stice programs than schools alone can provide. These partnerships c1,td1lc schools t"

reach stu,i :nts who arc chronically absent. truant. or slopped allcnding schoul altu~,,lher.

1-leppen and Therriault (2008). put that one of the firs! steps tm\arcl improving student attendance

requires <kve!oping some form of effective monitoring syslem. Schools. parents. and

communities cannot act lo improve student a!lendance unless !hey undersU1nd 11hich studcnls is

missing sd100!. Effective monitoring helps educators and comrnunilies ellectively identify pupils

who are lllOSt at-risk of becoming chronically absent. Researchers and policy-makers htllc

increasint,;I)' focused on early-warning systems as an importanl measure in prcl'c111ing student

absenteei ;111 and truancy. Early-warning systems "use routinely available d:tW housed al !he

school tiut are good predictors of whelher a pupil is likely to drop out ur s,·lt,><11 ... (.\llcns11urth

and Easluu. 2007).

As Neild ,,nd Balfonz (1006) have previously reported, pupils' absences earl:, in the academic

term predict whether a pupil will graduate or encounter academic challenges :ll a11 early stage.

The National High School Center indicates that attendance in !he first 20 days u!' an academic

period sen cs as high yield indicator for pupils who are likely to dropout or foil lo graduate. This

means that early warning systems that monitor pupils' attendance and identi Cy II hen pupils haw

missed a specific number of clays provide essential information 10 adminislrntors. teachers. and

14

support p~rsonnel that can be used to determine when to intervene lo 1111prnve studelll

attenclancc>.

Omocling t2013) observes thatreducing the transmission of common illnesses thmug.11 aggressi,e

hand washing programs and improving the quality or school ,entilation app,•ar to be two or the·

most valuuble steps that schools and districts can take to improve student attemlancc.

A study performed by Guinan, Gucken, and Ali (2002) sho,vecl the effectiveness of reducing

absenteeism by implementing a personal hygiene program, "Buddies Hanel Washing Program."

in five elementary schools.

The outcomes of implementation of the "Buddies Hanel Washing Program" shcmecl a 50.(,0,o decrease in absences in the test group compared to the control group. Similm results have been

obtained using the same program in Detroit (Longe and Dickson, J 997).

School administrators and managers can improve pupils' attendance by increasing classrno111

ventilation and taking steps to improve student respirator) health. Since 11stl111w i, one nJ' the

leading pr,:dictors of student absences, improvements in clussroum and schuul air qualit) hu1 ,'

been closely associated with improvements in student attendance (Schendel!, et ul .. 200../ ).

Similar!). ,chool districts can improve student attendance by providing eclucntional opportunities

for stuclc,lls and their families designed to pro,·ide information and misc 11\\ m,·1wss about the

effects ol respiratory conditions. Kelly and colleagues (2000) conducted a contr,,lkd-trial 11ith

Black chiklren. The children were provided with one-on-one education/training b, an outreach

nurse, The outreach resulted in a decrease in emergency department ,·isits ;:is ,,ell 11S

hospitalizalions - both important factors in improving student attendance. Jone:, and collcaguc·s

(2004) cu1,clucted a before and rrller study with l-lisprn1ic children in their hu111,·, :ind i<>und that

educatio11 ,1wareness efforts resulted in increased kmrnledgc 11bllul asth11111. the 1111portance ,,!'

using maintenance medications. They also observed a signiJicant decrease in em ironrnent1il

triggers.

In order ls> reduce absenteeism and truancy clue to avoidance and refusal beha,·ior. Kearney

(2008) pruposecl the use of medical and clinical intervention. Medical intcrvemion is used for

those with a diagnosis, commonly anxiety or depression that cllntributes to school avoidance or

school refusal behaviors. The rate of effectiveness in medical treatment \VHS dependent on the

15

diagnosis ,md type of pharmaceutical used, with lower rates of success for thusc surlering Crom

anxiety-bci;ed disorders and higher rates of success for those being treated "ith imiprnmin,·

(Egan and Kushner 2003 ).

Kearney I 2008) alternatively suggests looking for behavioral traits or reasons th,1t students nrny

be having for missing or avoiding school instead in attempts lo recognize thusc thal may be

suffering rrom a medically or clinically treatable diagnosis that amplifies school avoidance

behavior.

Comparatively, Heyne and Ollendick (2000) put that clinical intervention \\ith a cognitive­

behavioral approach has additionally been found empirically supported in treating school

avoidance·. especially in students with anxiety-based disorders.

These clilllcal treatments include the use of meditation, teaching or stress and anxiety rcducti,,n

methods, and exposure-based practices based on reasons why the student was avoiding ,1r

refusing sd100I. This is based on information obtained through intervie11s, observation, and

score on School Refusal Assessment Scale (Kearney :2008). fn b,1th n1,·di,·,!1 and clinical

treatment, the aim is to address underlying mental health issues that contribute tu 101,er kn·ls or

student c1ttcndance caused by school avoidance or school refusal behm·iors.

School cuilure is related to school avoidance behaviors as well as student perceptions or the

school. As stated pre1'iously, school-avoidance and refusal beha1·ior has a nuticeabk effect on

rates of d1ronic absenteeism and truancy (Kearney, 2008). The school's culture often serves ,1s a

catalyst 1,,r school avoidance behaviors. The presence of bullying, lights. discriminntory

practices or language, as well as poor student-teacher relationships all contributes to the stLJdent's

reluctant tu aHendance school. Research suggests that efforts to imprcm.: scllool and communily

shoLJld J,1c·us on teachcr-sludcnt relationships as well as the learning cm irolllm·llt.

Changing instructional practices and emphasizing greater personaliwtion and stuclcm

engagenwnt might also 1111prove attendance as it results in increased k1 els of stude111

engagement. The literature on student engagement indicates that there are live strategies

classroo111 teachers can adopt to promote higher le1·els of student engagement (Ramaley and Zia.

2005). fir,t, teachers can work to promote learning that is relevant to the students um! ihe world

that they live in. Secondly, teachers can improve student engagement by intruducing various

16

forms of instrnctional technology. This includes computers. as well as scicntilic equipments.

multi-m<"dia, internet resources. industrial tools. and other forms or portabil' c·omnrnnication

equipmenh. Thirdly, Ramaley and Zia (2005) suggest that students are must engaged m

classroon,, which are positive, challenging, and open. The, refer to these· classrooms as

'transparent learning climates' which describes conditions that promote risk-taking in learning.

Fourth, classrooms that feature positive 'peer-to-peer' relationships between students and teachc•rs

promote irnprowd student engagement. Finally, teachers can focilitate student c·ngagernent b\

modeling 'karning' for the students - showing them that they. too. are learners.

Mentoring is also viewed as an important strategy for improved student a!tendance. Research on

national mentoring programs. such as Big Brothers/Big Sisters and Across Ages. demonstrate

that mentoring has a positive influence on student attendance I Herrera. et al .. 2007 1.

Dubois and colleagues (2002), however, conducted a meta-analysis of res,•arch on mentoring

program, "nd found that on the whole these programs have only a small elfoct c>11 students.

This clai1,: appears to be an anomaly in the research as several studies identilics positi,e effects

on studellt attendance from mentoring programs. Mentoring has been sholl'n 1,, il:11 c a positi\ e

impact on student achievement (Herrera. el al., 2007). Similarly. the Ch,•ck am! Connect

Progran1, which pairs adult mentors with middle and high school stucknts. has undergone

rigorous e, aluation and been found to improve attendance among student participants (Sinclair

and Christc·nsen, 200:J)

Scholars have also suggested that it may be effective to engage parents :ts p:trt ,if the klllll

working in support of improved student attendance. Sheverbush and culleagucs (2000)

specifically note the importance of emphasizing solutions that come from Eunilic·s as opposed to

schools. linplementation of strategies aimed at developing l'arnily. school. <111d comtm111it,

partnersL.ps has pro,en effective in increasing daily attendance rntes :ts 11ell :ts dccrcasing

chronic ctbscnce.

Epstein :rnd Sheldon (2002) identified key program elements in building partnerships to reduce

absences, including:

• Making home visits lo families of chronically absent students:

• Re11 :,rding students for improved attendance;

• Establishing a contact person at school for parents to work with;

17

• Calli11g home when students are absent;

• Conducting workshops for families about attendance;

• Referring chronically absent students to counselors;

• Usinµ a truant officer to work with problem students a11d fomilies.

Schools that focused on increasing attendance by implementing strategies II ith these key

elements showed a more substantial increase in daily attendance rates from one year to the ne.,t

for participating schools, as well as a two percent decrease in chronic absence.

Aclditiomilly, schools that offered after-school programs also had larger increases Ill claih

attendance and larger decreases in chronic absence than those schools that did not offer after­

school programs.

Trnancy ,llld legal intervention should represent the final step in a school's effort to imprO\C

student «ttcndance. This step often requires a combination or elforts from schools. school

districts. ,ts well as the jm·enile justice system and juvenile courts.

As a sun1111ary from the National Center for Student Engagement reports. cl'kcli\·e truanc,

reduction programs involve collaboration between schools. go,ernmenl agencies. communiti,,s.

and famili,·s. Other strategics also include family involvement; a comprehcnsi 1 ,· approach th,11

focuses un prevention and intervention; use of incentives and sanctions; a supporti1·e context; as

well as ongoing evaluation of the program's effectiveness and consistent reference to current best

practices. !'he National Center for Stale Courts (NCSC, 2002) asserts that truant students require

support from programs that address scholastic difficulties. psychological progrnms. and mcdi,1te

dysfunctic>,ial family factors.

The existiug research tends to locate truancy programs al the school level or in partnerships

between ,c'!1ools and other social service agencies. For example. the rese,ll\:11 ,u!cSgests th,ll

Truancy :\ssessment ancl Ser\'icc Centers (TASCJ "provide children in kimkrgartc,1 through filih

grade earl\ identification. assessment, and prompt delivery or coordinated in ten cntions tu

prevent cuntinued unexcused absences from school" (Smink and Reimer. 2U05. p. 9J. I his

means that administrators should institute programs in their schools that cater J'or the same.

Court-ba,nl interventions haYe also been shown to reduce the incidence or truancy (Giacomazzi

and Stoddard, 2006). These programs bring truant students before a judge or represcntati,·c of the

juvenile justice system. ln most cases, the judge or juvenile justice official inforn1s the student's

parents 01· their child's attendance and works with the parents to develop an agreement bet,1 ce11

18

the parent> and the court to improve the child's attendance. In some cases, these con\'ersations

also prm ide opportunities to identify needed social and fomily supports without which the

student hc1s been unable to attend school. Alternatively, law enforceJ11ent agcnci,•s have adopted

models tliat are similar to crime prevention. This therefore calls for joint bct11cen schools and

lucal go,·,, nlllents if c,1s<cs of absenteeism are to be aniidccl.

Bowen C: 1J05) observes that the indiscipline problem in schools is ranked as a rna_jor problcrn

among students of primary and secondary schools in Malaysia. Disruptive behavior is a concern

to schools and fellow pupils, whose education may be adversely affected.

To address the above vice schools' administrators should develop school cultures that cater ot

address indiscipline cases by instituting disciplinary committees within the school that liaise,

with parents to discipline children.

2.5 Summary of Literature Review

The liter,,ture review presented above clearly indicates that some studies lu11 e been conducted

related tt, il1e topic under study. It confirmed that pupils' absenteeism is rd,1tcd to ,1cademic·

performa,1ce, absenteeism originates from many factors and possible strnlc'gics arc arnilable !'or

curbing tile problem.

19

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chaptcr presents the methods that will be used to enable the researcher 1u !l"ih,T dH1,1 for !he

study. It I\ ill comprise or the research design. study population. sample size. !lco;;raphical are:i.

sampling techniques, data collection techniques, reliability, validity of the instruments. claia

analysis and data presentations.

3.1 Research Design

The stud) will adopt a descriptive survey design to enable the researcher investigate the impact

of pupils· absenteeism on their academic performance in primary schools in ivlukuju sub count)

Tororo District. Creswell (2002) observes that a descriptive survey method is usc•d 11hen claw is

collected Id describe persons. organizations. settings. or phenomena. The stud, :1ims at Jindin~

out the , ,lent to which pupils" absenteeism inlluence !heir academic 11l:r1,,rn1a11cc·. li1ctor:,

responsibk for pupils' performance. strategies for curbing pupil abscnkcisn, and analyzing

academic performance for the last four years. This design was found to be the most appropriate

for this study.

3.2 Sample Population, Size and Technique

3.2.1 Study population

According to Webster (I 985). a population is a group of individual persons. objects or items

from which samples are selected. The population of the study will consist or school prefects from

each oftl,e selected schools in Mukuju sub-county. Tororo district. head teachers. I cachcrs. PIA

member, :,nd Local Leaders. The schools selected arc: Apetai IJ/S. Mukuju I' S I u1ukit1\c P'S.

Kocoge I' , and Atiri PIS.

3.2.2 Sample size

Cronbash, (1951) defines a sample size as part of the population that has been prucedurnlly

selected as representative of the whole population.

The sampk size will be got from a population of25 students from the prefect bod, Crom Apetai

pis. 20 fru,n Mukuju PIS, 15 from Totokitwe PIS, 30 from Kocoge PIS and 25 from Atiri PIS:

The head teacher from each school, chairman school management commillee Ji-0111 each school.

20

the L.C 1 from the village in which each of the schools is located. 6 teachers from ,\petai

primary school, 15 teachers from Mukuju p/s, 8 teachers from Totokitwe pis 8 teachers from

Kocoge p's and 7 from Atiri pis This makes a total populntion oi' 169 responcknts.

3.2.3 Sampling Technique

Simple rnndom and purposive sampling techniques will be used in selection of sample size.

Simple rnndom sampling will be used by the researcher for teachers and pupil prl'i'cct body to

enable re,pondcnts to have an equal chance of being selected while purposive s,unpling ll'ill be

used on I J.::1d teachers. school management committee chairpersons and Locul ,·uuncil k,1ders

(L.C I Ch"irpersons) to enable in-depth qualitative research in vvhich the focus 11 ill be lo

understand complex social phenomena as described by Small (2009).

Table 3.1: Sample Size, Population and Sampling Techniques

f respondents. Category o Head tead 1cr

SMC(sclw committee

Local cow

Teachers

Pupils Pre

TOTAL

ol 1nanagcrncnt )

1dl leaders

feet body

School Apetai p/s Mukuju pis Totokitwe p/s Kocoge pis Atiri p/s

Apetai pis Mukuju p/s Totokitwe pis Kocoge pis Atiri p/s

Apetai pis Mukuju pis Totokitwe pis Kocoge pis Atiri p/s Apetai pis Mukuju p/s Totokitwe pis Kocoge pis

_Atiri pis ----Apetai pis Mukuju pis Totokitwe pis Kocoge pis Atiri p/s

Population I 1 I 1 I

--1 I I I

I

1 I I l I 6 8 7 15 8 ---·-- - ---20 20 15 JO 25

·-169

cclmiqucs.~ ,1_.'i:ll!lpic size 1111pli11g I I

·---· S a Ill I!_I i_i:Jg t Purposi vc s, Purposive s· dlllpl111g i J

Purposive s· c1111pl i ug ampling ninpling

Purposive s Purposive s

.. - --~- --Purposi l'C s· --1111pli11g,

I l'urposiw s: f l'urpusi I e ,,

Purposive,,,

lllljli illg Ill 1pl illg 1111pli1112

Purposive s am piing

---- -· "--- -----. Purposive s ampling Purposive s· .imp ling

dmpling am piing

Purposive s· Purposive s·

. Purposive s i!.1_1~J?}i11g _ __,. __ _ Random sm Random sm Random sm Random sa1 Random sai ·-- -Random sn1 R(ll1do111 S(II

11plillb( npling 11pli11g npling 11plint2 11 pl i Ilg

11plill):.'. npling npling npling

Random sai Random sm Random sm - . ------··------

6 8 7 14 8 llJ

! l 9 I ,1 28 24 162

Source: Based on Krejice and Morgim (1970) Sampling guidelines.

21

I I

3.3 Studj J'rocedure

After the approval of the research proposal and designing of the data collection instrnments, the

researcher will obtain an introductory letter from the department or educmion or Kampal,1

International University introducing her to the authorities or Mukuju sub count), Tororo District.

Thereafkr he will be permitted to conduct the study. The researcher will then nrnke prior

arrnngem cnts to book the respondents meant to provide information for the stud,. The researcher

will personally administer the questionnaire lo teachers in their ,·arious schools. Belc>rc

administering the questionnaires, the instruments for completing the questionnnire 11 ill be

explained 10 the respondents and then later allowed to fill them independently. Thereafter, the

researcher will collect the questionnaires from the respondents. Through oral interaction with the

researcher through inten-iew, the data will also be collected from pupil prckct body. school

management committee members, head teachers and LC l chairpersons.

3.4 Re,earch instrument.

3.4.1 Questionnaires

Sekaran t.'ll03) defines questionnaires as pre-formulated written set or questi\>11' 10 11hich 111,,

rcspond,·.i,· s ansv,ers are recorded.

The reseurcher will design questionnaires that will be distributed lO 6 teachers frum ,\petai p1s. 8

from Mukuju p/s, 7 Totokitwe pis 14 from Kocoge p/s and 8 from Atiri p/s, making a tow! of 43

respondelllS.

The questi,mnaires will be both open and close ended, structured and 11ill be distributed tu

teachers 11110 are under the study and then be used because it is specific lc,r the respondents to

explain tlic exact situation without giving room for unnecessary and irrelevant information for

the study lc>pic.

3.4.2 Interviews.

Bowlin~. ,2002) defines interview as a personal exchan12c of" inl,mn,111"11 be111ccn 1iJ,,

intervie11 l'r and the interviewee.

The researcher will use the interview schedule to guide the discussion with the respondents who

are key informers that is to say; the head teacher from each of the selected schools, the chairman

school ma11agement committee from each of the selected schools. the L.C I chnirpcrson from the

22

areas of lucation of the school; 19 pupils from Apetai pis, 19 from Mukuju p/s, 14 from

Totokitwe p/s, 28 from Kocoge p/s and 24 from Atiri p/s all selected from the pupil prefect bod)

of the respective schools. This makes a total of 104 respondents to be interviewed.

3.5 Validity and reliability of the research instruments

3.5.1 Validity ofinstruments.

Accord in['. lo patton (200 l ), validity is quality attributed to proportion or measures uf the degree

to which they conform to establish knowledge or truth. This aspect will be achie, eel through

subjecting the instruments to content experts who will be the researcher" s supen·isor. The

supervisors comment was considered in making the necessary revision on the instrument which

will then be revised to ensure validity.

3.5.2 Reliability of ihe instrument

In order tc> ensure reliability of the instrument. the researcher will pilot the inslrumrnt in sclwob

in school, that will not be part of those sampled. Anonwlics ickntilitd in adn1i11istrntio11 11ill lw

discussed :md amended in the process lo ensure, there is reliabilit).

3.6 E11t,cal consideration

The sun C) procedme (for example wi!h regard lo schools and sampl i11g methods) w1d

inslru111e11ts will receive ethical approval from the relevant authorities. The rcspundents 11ill he'

assured tlwl the study is only for academic purposes and will have the opportunity to gi\'c

informed consent, and offer a guarantee of privacy.

3.7 Limitations of the study

Some respundents are likely to be busy on scheduled days this may force the researcher to

reschedui c the program in order to meet them.

Financial rnnstraints; due to various activities such as movement to. from respondents, typing.

printing um! binding which require substantial amount of funds. This will be de,lil II ith reducing

on the nu,nber oftrips to and from respondents by distributing questionnaires lu r,·spundcnts and

collectin~ them at once. Typing. printing and binding will be done by getting the cheapest source.

Time constraint; time allocation between the study and various acti,·ities ,vhich uccupies human

life given the limited time in which the study will be carried. Questionnaires will be distributed

to the respundents and requested that they are filled in time.

23

Non respunse; some respondents may no! provide the necessary infornrntirni_ due to the

technicaliti of !he subject under study and !he confidential nature of other data. ·r his will be cknlt

with by simplifying the questionnaires directed to them. Conlidentially of the inJorrnation

provided will be promised by assuring the respondents that the study will be just for academic

purpose

24

CHAPTER FOUR

PRESENTATION AND DISCUSION OF RESULTS

4.0 Introduction

This chapter presents findings of the study on the factors that influence schoul dropout in

primary schools in Tororo District according to data collected. The findings 11ere analyzed.

interprete,! and presented according to the objectives of the study :md th1: research questions.

4.1 The effect of pupils' absenteeism on their academic performance in primary schools in

Mukujn sub county, Tororo District

The stud) established the effect of pupils' absenteeism on their acnckmic pcrfr,rmance 111

primary ,d1ools in Mukuju Sub County. Tororo District. The following respons.:s 11ere given:

Table 4.1 the effect of pupils' absenteeism on their academic performance in primary

schools in mukuju sub county, Tororo District

- . -·

Frcqucnc~· Percentage

Family c,,"llicts 130 I '!. 6

Lack or parental guidance and counseling 115 17A

Gender Inc-quality 106 11,

Moral de,,,·neration 100 I :i. I

Negative attitude of parents towards education 73 11

Negative peer Influence 65 I t)_ 8

---------------------- ---- ------~ Early marriage 52 7.'!

--------------------·-- ------- -Alcoholi ,11, and drug abuse 21 0 ,

.),_

I 00

25

There were' varied responses on the effect of pupils' absenteeism on their academic performance

in primary schools in Mukuju Sub County, Tororo District. District as follows; I 9.6 %

mentioned family conflicts, 17.4% mentioned lack of parental guidance and counselling. 16%

mentioned gender Inequality. 15.1 % mentioned moral degeneration. I I%, mcntionecl negative

attitude ol' parents towards education, 9.8% mentioned negative peer Influence. 7. '!% mentioned

early marriages and 3.2% mentioned alcoholism ancl drug abuse

These fi11dings therefore suggest that there were many the effect or pupils· absc'11l<.'eism on their

academic performance in primary schools in Mukuju Sub Count,. Tornro Distric·I 1iamel):

Family c\>11tlicts where mother and father are always fighting and quarrelling,, hich resulted intu

divorce. In such a case, the children may not have enough care by the father and hence end up

dropping out of school. Family conflicts also do not create peace at home ,me! hence children arc

not encouraged to go to school. as a result they drop out of school. The children from such

families ,m, also always worried about the conflicts in their fomily and cannut Cl>ncentrnte ,,hik

in class 11 Iii ch later leads to school dropout. Fortin (20 I OJ. Said that famil) conllicts bet11een

families and adolescents put children at risk of dropping out of school. Therei'ore. the Jindings o!'

the research and what has been given by other scholars confirm that family conllicts is a nrnjc,r

factor thut influences school dropout in primary schools in Mukuju Sub Count,. !droro Di.,tricl.

Another c'ifect of pupils· absenteeism on their academic performance in pri111ar, schools i11

Mukuju :,ub County, Tororo District is lack of parental guidance and counseling. Acwrding lo

the findings, parents have no time to guide and counsel their children most especially the girl

child. They are taken up with garden work in the morning and evening and other house work.

They hm e left most of the work for teachers who also concentrnte on the curriculum. This has

greatly inlluenced school dropout as children are not guided on IV hat to do. Christopher (2013 ).

Said that the reason students' dropout of school is lack of parental guidance and counseling

which le:1ds to school dropout. This is therefore in line with the findings 01· the study 11hich

shows thut lack of parental guidance and counseling is one of the foclors inlluc·ncing schoc,I

dropout i,; primary schools in Mukuju Sub County. Tororo District.

According to the findings, gender inequality is another factor that inllucnccs scilool dropout in

primary schools in Mukuju Sub County, Tororo District. The girl child takc's up most of the'

house work at home and has got little time for studies hence ends up dropping uut of school. In

26

case there is a patient at home or in hospital, in most cases the girl child is taken lo take cure or

the patient while the boys concentrate at school. This affects the girl child's education and cm1

lead to school dropout for the girl child. When the mother is away or has gone for a visit the girl

child is the one to look after the other siblings at the expense of going to school. All these result

into school dropout for the girl child. In line with the abo\'e. Combs (2005 ). portrnved tlrnt nwk

children ure seen as bread winners and age insurance for their parents.

Female children play a role in catering for their young sibling and performing other household

duties that prepare them for their roles as wives. Misra (2006) also showed tlwt Indian girls and

women rc·ccive for less education than boys and men. Therefore. according to thc·sc· scholars and

the findill;!S of the study, gender inequality is another foctur tlrnt inlluences ,dw<ll dn>pout iu

primary schools in Mukuju Sub County, Tororo District.

Moral degeneration is another factor that influences school dropout in pnmm-:, schools in

Mukuju Sub Cmmty. Tororo District. According to the findings. children no longcr ba\'e suspect

for the p,ircn!s, elders and teachers. They do not take advice from elders and consider them to be

out dated ,md have bad morals that have led to school dropout. The pornograpli1 displayed in

film shmb and music played has all led to moral degeneration among the young generation.

Such children are taken up by that and cannot have time to concentrate on studies hence end up

droppin!! ,,ut of school. J\lloa eta! (20 l 0). gm·e moral degeneration amung the· 1 outh as n cauoe·

ur schoo ,lropout. it is common to find school children eng<1gin1! in inrn1ur,t! ctets <1nd 111,u1\

dropuut or school. The findings of the study together with what other scholars said con Ii rm that

moral degeneration is among the factors that influence school dropout in primary schools

Mukuju Sub County, Tororo District.

Another factor which influences school dropout in primary schools in f\lukuju Sub County.

Tororo Ddrict according to the findings is negative attitude or parents kl\\ ards education.

Parents who have not gone lo school look at sending their children to school as useless. Others

who have money that they got through other ways view eclucatiun as not the uni) 1\a)' to success

in financial matters. Other parents just generally have a negative attitude t,mards education.

Therefor,. such parents discourage their children from guing to school lm1,·,· sl"i1,,ul dropuul. 111

relation t,, the above, the Public Report (2009), indicates that negnti\·e attitude ur p:1rents t,mards

education is due to parent's lack of education as a factor that influences school dropout. This

therefore together with the findings of the study show that negative attitude of parents towards

27

education is a factor that influences school dropout in primary schools in l\,1uku.iu Sub County.

Tororo u;,tricL

According to the findings of this research, negative peer influence is also another factor that

in11uences school dropout in primary schools in Mukuju Sub County. Tororo District,

Adolescents are always taken up by the group they associate with who may not have the

intension uf staying in school and therefore end up dropping out of school, Wrong groups that

think abuut boy and girl friends. rebellion against teachers. school rules mid regulations do

influence une another to drop OLtt of school; Negative peer in11uence also leads to indiscipline

cases that resull into school dropout Lynch (2014), associated school dropolll tu pc1:r inlluenc'c'

of the gn,up that the child relates with, Similarly. negative peer inJluencc lc:1ds to school

dropout Sd1argel (2013). gave wrong decisions to get inrnlved ,,ith gangs and 11rnng groups as

the cause uf school dropout The findings of the research are in line with 11lwt was given b)

other schlllars confirming that negative peer influence is a major cause of school dropout in

primary schools in Mukuju Sub County, Tororo District,

Early marriages are another factor that inJluences school dropout in primary scilllols in Mulrnju

Sub Counl1', Tororo District, According to the findings of the research. bol'S and girls indulge·

themselw•; in early sex or premarital sex and end up in marriage at an early age hence droppinl'

out of school. Some parents who want to get 1,ealth from their daughter 111,11T) them olT ;11 ;111

early age ,111d bride price is paid to them, This leads to young girls droppin12 LlUt ui' .school, Other

mature lllc' look at young girls as being free from I-flV/AlDS hence encl up nwrr, J11g thc·m 11hid1

leads to school dropout. Nyanzi (2013), put forward that early marriages arc the major cause of

school dropout among children. Sage journals (2013), also gave marriage ns a major cause of

school drnpout Therefore, there is a connection between the Endings and what other scholar,

have giwn confirming that early marriage is a factor that inJluences scholll dropout in prinrnr)

schools i11 Mukuju Sub County. Tororo District,

Another foetor that influences school dropout is alcoholism and drug abuse, This is according to

the findings of the research carried out in primary schools Mukuju Sub Count). Tororo District,

(Field da!itJ, Parents who are addicted to alcohol are always drunk all the time and do 1101 mind

about tab:g their children to school and provide for their needs at school, SL,cl1 11cll'ents crnmut

also monit,>r the education of their children while at school and therefore pupils gc1 to sclwol ;;t

their own wish which leads to school dropout, The Consumer Health Day ( 'ommunication

28

(2013). snid that alcoholism and drug abuse to lead to high school dropout. L,S report also

confirms that kids engage in drinking. This therefore relates the findings and \\hat other scholars

have gi, en about school dropout showing that alcoholism and drug abuse is a factor that

influences school dropout in primary schools in Mukuju Sub County. Tororo District.

4.2 The factors responsible for pupils' absenteeism in primary schools in Mukuju sub

county, Tororo District

The research established the factors responsible for pupils· absenteeism dropout in Mukuju Sub

County. T,,roro District and the findings were as follows;

Table 4.2 the factors responsible for pupils' absenteeismin primary schools in Mukuju sub

county, Tororo District

Econon1ic factors Frequency Pcrcenb:t(

·-·--- ---· Poverty 151 22.9

-------- --·----~-- -

Lack of s,·I 1olastic materials 138 20.8

·- ------ -----Child lab,JL Ir 122 18.-t

----~- -- ---·· Large fallli ly size 102 15.4

--··-~---- ---------- ·- ---- - -Unrealist,c· school demands 96 14.C,

...

Long distrn ice to school 53 8

--Total 662 100

- -- ------Source: Field data 2018

Ivli\jority uf the respondents [22.9%] mentioned poverty. 20.8% mentioned lack or scholastic

materials. 18.4% mentioned child labour, 15.4% mentioned large family size. 1-t.6% mentioned

unrealistic school clemands8% mentioned long distance to school.

The abu,c findings therefore suggest that there were a number of cco1ll>111ic factors thal

influence school dropout in primary schools in Mukuju Sub County. Tororo District. namely:

29

Poverty ,, nere parents cannot afford to take their children to school and JXI) for their needs at

school. Prn·ents are always worried about getting money to meet the school nceus where by their

children are sent home for the school requirements that leads to school dropout. They cannot

afford to pay for their children's lunch and hence they stay hungry at school the ,,hole da). All

these lead to school dropout as a result of poverty. Janoz (2004 ). urged that poverty is m1

important factor that prevents parents from sending their children to school. l le said that low

incomes may be a good predictor of pupil's dropping out of school. This is in line with the

findings u1· the research which therefore confirm that poverty is a factor that inlluences school

dropout i11 primary schools in Mukuju Sub County, Tororo District.

Another Lictor that influences school dropout in primary schools in Mukuju Sub l 'uunty. Tornro

District is lack of scholastic materials according to the findings of the research. Some children go

to school without pens, pencils, books and mathematical sets. Such children cannot learn

properly :111d hence end up dropping out of school. Other children come lo school without

uniform etnd therefore look a misfit with the others who are smartly dressed in uniform. These

children may also be forced to drop out of school. Nalukwago (2005). said that parents who arc

well off ensure that their children are educated while the poor cannot provide ltir their children's

needs at school for example scholastic materials. The findings and what oth1:r scholars lrn,·e said

confirm that lack of scholastic materials leads 10 school dropout in primur, schlluls in i\1uku_iu

Sub Cou, ,ty. Tororo District.

Accordin; to the findings of the research. child labour is another foctor inlluc•ncing school

dropout in primary schools in Mukuju Sub County. Tororo District. Parents give their children a

lot of work which may lead to school dropout. Going to the garden early in the 111clrning before

leaving t,,r school makes pupils to reach school late. Doing house work in the morning like

sweeping the house and compound, washing plates, fetching water. all make pupils to fear

reaching school late and hence encl up hiding in the bush. This may later on kad lo schonl

dropout. Ciiving children a lot of work after school does not gin: them time lo rc,·ise their books.

Such children fail even to do homework and at the encl perfonn poor!) 11 hich leads to school

dropout. Reddy (2007), noted that child labour becomes an absolute evil in the case of the child

when it requires to work beyond his or her physical capacity. This interferes ,, i1h his education

and the ,mi result may be dropping out of school. This is in relation lo the· iindings 11hich

30

confirm 1iut child labour is a major factor that influences school dropout in pri11wry schools in

Mukuju Sub County, Tororo District.

Large family size is another factor that influences school dropout in primary schools in Mukuju

Sub County, Tororo District according to the findings of the research. Large family is a result of

polygamy and giving birth to many children. This makes parents unable to pro\·idc for the fornily·

and educ:11e their children hence they drop out of school. A father in a polyganrnus family may

finish many days without going to some families and leaves all the responsibilities to the mother

who may not manage it. This leads to children dropping out of school. l{osales (2015 ).

mentioned economic pressures due to large family size that nrnke leaving scho,il u1E1rnidablc as

need for n1oney where students decide to provide for their parents. siblings and for themselves.

This is in line with the findings of the research showing that large family size is a factor that

influences school dropout in primary schools in Mukuju Sub County. Tororn District.

Another factor that influences school dropout is unrealistic school demands according to the

findings 01· the research carried out in primary schools in Mukuju Sub Count,. Tororo District.

Schools lwve set demands that parents cannot afford and hence school dropout. The money the)

pay for extra lessons also lead to school dropout. Payment for lunch is made compulsory and the

fee is high for some parents to afford. This also leads to school dropout. Ex,1111i11ation and test

money is ,,sked from parents who cannot afford and hence leading to school drnp<llll. Naluk\\"agu

(2005). s,Ld that parents who are well off ensure that their children nre educated 11hile the puur

may not ctlforcl to educate their children. There is therefore a relationship bct\\ecn the findings ot"

the research and what has been given by other scholars confirming that u11r,-,ilistic school

demands kad to school dropout in primary schools in Mukuju Sub County, Tornrn District.

According to the findings of the research. long distance to school is among the factors that

influence school dropout in primary schools in Mukuju Sub County. Tororn District. Pupils

move long distances to and from school. If it is time for famine. these children may have slept

hungry and have no energy to move the long distance to school hence the result Illa)' be dropping

out of scih>Ol. Children are always worried or the long distance to am! li·om schuol allll arc' not

able to c,Jncentrate on studies which results into school dropout. l kll'ard I..111 School Report

(2015). Sc1id that that move long distance to school may easily dropout of school. !he findings or

the stud) tvgether with what has been given by other scholars sho1\· that long distc111ce to school

influences school dropout in primary schools in Mukuju Sub County. Tororll District.

31

4.3 EstaLlish the academic performance of pupils in Mukuju sub county, Tornro District

The reseiircher had to find out the income of parents

Table 4.3: Shows the academic performance of pupils:

SCHOOLS QUALIFICATION DETAILS ------ ---

High level of Average Low [ Very low income

------ _, -- - ------ -- - -- -Apetai primary school 20 30 20 30

-1-Mukuju primary school 10 40 20 i

I 30

-- - - ---- ! ------- -Totokit\1 c primary school 0 20 30 ! 50

- ··--· ---· ---- --·- ----- _, __ -- - -- -- - ! JU Aukot pr.1,1ary school 0 IO '1 c,o

=t; i Kocoge primary school so IO 0

Atiri prin~ary school 40 20 0 -- --- -- - ---- -Source: Field data 2018

--

-

The stud, ,·stablished if the parents had poor income to both facilitate their childr,·n \1ith

relevant lllaterials for education and care for themselves leading them to engaging in businesses.

The resc,,1cher discovered that the majority of parents are low income earners \I ith poor

economic siatus.

4.4 Quality· of teachers on academic performance in Mukuju sub county, Tornro District.

Table 4:•1 :,hows the Qualification of teachers in Mukuju Sub Count). Torun, cli,1ri,·1: 1 · --------- '. '

' S, l' LS ··-- -. -·---·· -

IIOOLS QUALIFICATION DE

nary school Apetai Nit Muku~_pr Totokit,"' Aukot prin Kocoge pr Atiri prim, Total

imary school primary schoo_l __ iary school imary school 1ry school

-Source: Field data 2018

No of No of teachers Qualified

teachers so 30 so 40 so 30 50 30 so 20 50 20 300 170

Percentage N 0 ur Perccnt~lt!,t..: (%) Ul 1qualitied (%)

le ache rs -·- ------- - ..

60 2 0 40 80 1 l) 20

·- ~-~·--·--60 2 U 40

··- --·--- ·--.. -~--60 ') 0 40 --40 " .) 0 60 40 3 0 60 57 l 30 -13 ------

This stud_, established if the teachers had relevant qualifications ancl it 11as e,tcih!i,hc'd that --!3%

of the te<1:l1ers in Mukuju Sub County. Tororo District. an:: not qualified and the) do not handle

32

children lu lheir level of understanding, lack of good teaching methods to deliver proper informatiun about social factors to the learners' thus poor academic performance'

4.5 What else could be done to reduce the problem of absenteeism on academic

performance in primary schools in Mukuju sub county, Tororn District

The researcher further sought for responses on what else could be done to address the problem of

school drnpout in the study area and the findings were as follows;

Table 4.-l Responses on what else could be done to reduce the problem of school

absenteebm in primary schools in Mukuju sub county, Tororo District

------------------------·--· What elst' can be done Frequency Percentage

··---·· -----Increased community sensitization against early sex and 155

n1arrrng1;

Provision llf free scholastic materials 134 20.3

Strict Im, s against child labour 124 18.7

--------------------·----~----Guidance' :md counseling to pupils 102 15.4

Punish dl'lilers 98 14.8

------------------.......j~---· ... -···- ··-Building (•rimary schools in every village 4') 7 I

Total 662 100

Source: Field data 2018

Majorit) uf the respondents (23.4) mentioned increased community sensitization against earl)

sex and marriage, 20.3% mentioned provision of free scholastic rnaterials. 18.7% rncntioncd

strict laws against child labour, 15.4% mentioned guidance and counseling lo pupils and 14.8%

mentioned punishing defilers.

The abow findings suggest that a lot needs to be done lo reduce lhe problem ui' school dropout

in Mukui,, '>lib County, Tororo District as follows:

33

Increased conununity sensitization against early sex and marriage can lx· du11l' lo reduce on

school dr,ipout in Muku_ju Sub County, Tororo District according to the Jiiidings ul' the research.

This can be clone by the Local councils, community leaders and religious leaders. It can be clo11e

at burial places, during church service and at other gatherings "ilhin the community. An

important step taken by the Government of Tajikistan is the initiation of discussions on gender

issues through the mass media (UNICEF2007), given the social- cultural constraints on

children's education. This builds awareness and is an effort and convey to the public. the sociul

and private returns of educating of educating girls. Therefore. the findings of the study and what

was give11 by other scholars confirm that community sensitization against earl, sex and marria1'c

can reduce school dropout in Mukuju Sub County. Tororo District.

Another 1hing that can be done to reduce on school dropout in Mukuju Sub l \rnnty. Tororu

District i, provision of free scholastic materials to the needy pupils according tu the findings ur the research. Materials like pens, books, pencils and mathematical sels can be gi,en t,r pupils

freely to enable them slay in school. This wiJJ also help the parenls who cannot afford lo buy

scholastic materials to take their children to school. Out of School Survey Report (2004 ), gm·c

provision of free scholastic materials as a means of reducing school dropout. This is related lll

the findings of the study which confirm that provision of free scholastic mmeri,ds can reduce un

school d1\,pout in Mukuju Sub C'ounly. Tororo District.

According to the findings of the research carried out in primary schools in iVlukuju Sub Count).

Tororo Dis!ricl strict Jaws against child labour can reduce on school dropout. 11 can reduce on !he

number ui° children who work as house maids. It can also slop the parents li-0111 gi, ing their

childrc'n ,1 lot of work before going to school. Children 11!10 ,,ork in odd j,,,h,, l<r c'clril s0111c

money 11 ill also be limited.

The Child Labour Elimination Policy (20110), implemented various programs to reduce child

labour and eliminate school dropout. This is in line wilh !he findings of the research which

confirms that strict Jaws against child Jabour can reduce on school clropoul in primary schools in

Mukuju Sub County. Tororo District.

Guidance ,md counseling to pupils can also reduce on school dropout in pr11mr) schools in

Mukuju Sub County, Tororo District. According to the findings of the research. This can he done

by parent,. teachers and elders within the community to help children to ha, e g,oml mornls and

34

therefore ,tay in school to avoid school dropout. Christopher (20 I 3 ). suid liwt tl1c· 1·c·uso11 student,

drop out "f school is low parental engagement in their children ·s education lien cc lack ui'

parental guidance and counseling leading to school dropout. The findings of lhc, study therefore

together,, ith what was given by other scholars confirm that guidance and counseling to pupils

can reduce on school dropout in primary schools in Mukuju Sub County. Tornro District.

Another thing that can be done to reduce on school dropout in primary schools in Mukuju Sub

County, Tororo District is punishing defilers by arresting boys and men plus women which can

be clone by the local councils, police, prisons and magistrate's court. According to Nanteza

(2010), the magistrate's court should be allowed to handle defilement cases in order to reduce 011

school clrc1poul. Therefore. the findings of the research are in line wilh whut ,1c,s gi,en by oth<:r

scholars "· hich shows that punishing defilers is a way of reducing school dropuut in primar_1

schools i11 Mukuju Sub County, Tororo District.

According lo the findings of the research, building primary schools in ever, , illuL~e can reduce

on school dropout clue to long distances to school in primary schools in IV!ukuju Sub Count).

Tororo District. This can be clone by the government lo help pupils who mme long distances lu

school and reduce on school dropout. Choudhary (2015), said that government elf India should

establish schools in every village to ensure accessibility or education for rural population. The

findings u!'the study therefore together with what was given by olher scholars sho11 that building

primary ,,cl10ols in every village reduces on school dropoul in primary schools in i\1ukuiu Sub

County, Tdroro District.

35

CHAPTER FIVE

SllMMARY OF FINDINGS, CONCLUNSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summery of the study findings, conclusions. recommendations and

areas of further research.

5.1 Summary of findings

5.1. l TIH· effect of pupils' absenteeism on their academic performance in primary schools in

Mukuju sub county, Tororo District

There we're varied responses on the effect of pupils' absenteeism on their acmkmic performance

in prinrnr) schools in Mukuju Sub County, Tororo District as follows; family conllicts. lack of

parental g,ridance and counseling, gender inequality, moral degeneration. negati,·c attitudes uf

parents towards education, negative peer influence, early marriages and alcoholism and drug

abuse among others. This factor have greatly influenced school dropout in primary schools in

Mukuju Sub County. Tororo District.

5.1.2 Tl1-· factors responsible for pupils' absenteeism m primary schools Ill Mukuju sub

county, T,,roro District

i'vhljorit) ,if the respondents mentioned poverty, while other mentioned luck of schol:rstic

materials. child labour, large family size, unrealistic school demands and long distance to school

as the economic factors that influence school dropout in primary schools in l'vlukuju Sub County.

Tororo District.

36

5.1.3 Establish the academic performance of pupils in Mukuju sub county, Toi-on> District

The religiuus factors that influence school dropout in primar) schools in IV! ukuju Sub Count).

Tororo Ui•;trict. District included: harmful religious beliels and dangerous religious practices.

5.1.4 Quality of teachers on academic performance in Mukuju sub county, Tororo District

The political factors that influence school dropout in primary schools in IV!ukuju Sub County.

Tororo District included: Inactive laws on school dropout and nc,glect by political leaders

Other factors that influence school dropout in primary schools in Mukuju Sub County. Tororo

District included: poor school learning environment, inability to learn, poor teacher- parent

relationship, death of parents, repeating classes. pregnancy and low morale amongst teachers.

These factors were given by head teachers. teachers, pupils. parents and stake holdc•rs.

5.1.5 Wh:n is being done to investigate the strategics used in curbing pupil,;' absenteeism in

Muknju sub county, Tororo District'!

Responses on what was being done to reduce the problem of school dropout in the area of stud,

included the following; provision of free primary education. fomily economic c·mpowerment.

discouraging negative cultural and religious beliefs and practices mid arresting scl1uol dropouts.

Suggestil,llS were further given by the respondents on what else could be done to reduce the

problem of school dropout in primary schools in Mukuju Sub County. Tororn District and these

included the following: Increased community sensitization against early sc\ :md marriage.

provision ,>i' free scholastic materials. strict laws against child bbour. guidance and counsl'iing to

pupils. pt:nishing defilers and building primary schools in e, cri village.

5.2 Conclusions

5.2.1 The effect of pupils' absenteeism on their academic performance in primary schools

in Mukuju sub county, Tororo District

There were many the effects of pupils' absenteeism on their academic performance in primary

schools in Mukuju Sub County, Tororo District which included: family conflicts. lack of parental

guidance ,mcl counseling, gender inequality, moral degeneration. negati, e attitude of parents

towards education, negative peer influence early marriages and :1koholisrn w1d drug use.

37

I I'

j

1·1

! I

,, I I I!

I'

11

I I

5.2.2 The factors responsible for pupils' absenteeism on academic performance in primary

schools in Mukuju sub county, Tororo District

There were a number of the effect of pupils' absenteeism on their academic performance in

primary .d10ols in Mukuju Sub County, Tororo District which incluckd: p,>1 crty. lack ol

scholastic materials, child labour, large family size, unrealistic school demands and long distance

to school.

5.2.3 Est:1blish the academic performance of pupils in Mukuju sub county, Tororo Dis1ricl

Religious factors that influence school dropout in primary schools in Mukuju Sub County.

Tororo Di·;trict included: harmful religious beliefs and dangerous religious prncticcs.

5.2.4 Quality of teachers on academic performance in Mukuju sub county, Tororo District

Political fc,ctors that influence school dropout in primary schools in Mukuju Suh Count,. Tororu

District. i,,cluded: inactive laws on school dropout and neglect b) political k:1dcr,.

Other factors that influence school dropout in primary schools in Mukuju Sub c·ounty. Tororu

District inc:lucled; poor school learning environment. inability to learn, poor teacher- parent

relationship. death of parents, repeating classes. pregnancy and low morale amongst teuchers.

5.2.6 Whal is being done to investigate the strategics used in curbing pupils' abscntccismi11

Mukuju .mb county, Tororo District

Apart froill providing free primary education, the following were done to reduce the problem of

school dr,1pout in primary schools in Mukuju Sub County. Tororo District.: i11cre:1scd cu111111unit)

sensitizat.,111 against early sex and marriage. provision or free scholastic 111:11criah. strict l:111s

against cluld labour, guidance and counseling to pupils. punishing defilers. h1111il:, economic

empowerment, discouraging negative cultural and religious practices, arresting scllllol dropouts.

5.3 Recommendations

Accordins to the above findings, the researcher makes the following recommendations lo

Government of Uganda and other stake holders:

Government should increase community sensitization against early sex and 111arri,1gc.

38

Government should provide free scholastic materials to needy pupils.

Governrnrnt should institute strict laws against child labour.

Governn1c11t should discourage harmful religious beliefs and practices that lead to school

dropout.

5.4 Area, for further study

The effect of parent's level of education on the academic performance of pupils.

The role of UPE in girl child education.

39

REFERENCES

Babbie G. Mouton G (2001). The Prnctice a/Social Re-search. Cape Town: Oxfor,L

Baderin Mt\ 2005. Towards improving students' attendance in student-centred ph)sics tutorials

and performance in university examinations. Teachingin Higher Education l 0: 09-116.

Baldacchino G, CF (2002). Educational Planningand Management in Smull S1u1es.Co11cepts

and Experiences. London: Marlborough House.

Barker D. Jansen J (2000).Using groups to reduce elementary school absenteeism.Social /Vork

inEducation, 22: 46-53.

Bassey l'v1 (2006). Creating Education thrnugh Research. New York: Kirklington Press.

Bowen (' (2005). Improving !he quality and quantity or allendance data to enhance student

retention . .Journal of Further und Higher Education, 31: 1-39.

Enomoto E (2004). Negotiating the ethics of care and j11.11ice.Educatio11al ,\dminis1ratio11

Quarter!). 33: 351-370.

Fleming N 12005). Atlendance. /Vhy don't They Attend? London: Macmillan Press.

Gump J (2006). Guess who is coming to class. Ed11cationolSmdies. 32: 1-29.

Halpern N (2007). The impact of attendance and student clwruc1eristic.1 on acudo11ic

achieve111e11t.Joumalof Further and Higher Education, 31: 4-15.

Kottasz R (2005). Reasons/or no11-atte11da11ce at lectures um/ t11torict!s.Uni,crsit) Teaching and

Learning. 2: 5-16.

Lalek A (~005). Quality progress-fifth quality in education listi11g.()1u1/it)'/li'ogr"'' 28: 27-77.

Longhurst RJ (2002). Why aren't they here? Joumal o/Further and Higher Ed11cu1iu11 23: 61-80.

Lotz R, Lee L (2003). Sociability, school experience and delinquency.Yo111h am/ Society, 31:

351-370.

40

Marburg,·r DR (2001). Absenteeism and UndergraduareEw1111 Per/i;r111u11ce.UK: Heldref

Publicatiuns.

Mayer G. ~-litchell L (2006). A drop-out prevention programme for at-risk high ,chuol students:

Emphasising consulting to promote positive class-room clirntlles. Ed11cu1io11ul li-eu1111e111 of

Children, 16: 135-138.

Reid K (2005). The causes, views and traits of school absenteeism and truancy.Research in

Ed11catio11. 74: 59-82.

Rumberger R W (2007). High school dropouts: A review of issues and cviclcncc. Reviell' of

Ed11calio11ul Research, 23: 24-42.

Segal C (2008). Classroom behavior.Jo11rnal of HwnanResources, 43: 783-81 ~.

Sharma 1 (2005).The relationship between attendance in student-centred ph)sics tutorials and

perfonm111ce./11ternalio110! Jo11mal o/Science Edurnrion. 27: 11-21.

Steyn G:\ I. Van Niekcrk EJ (2002). H11mu11 Re.1·011rcdlwwgeme111 in !-.,/11c<1/icm.Pretoric1:

Universit, of South Africa.

Teasley 1\1 L (2004 ). Absenteeism and truancy.Chilclrenand Schools, 26: 117-127.

Weller DL (2006). The next generation of school reform.Quality Progress, 29: 65-70.

Williams 13 (2009). Educalion, Social Srructure andDevelopmenr: A ( '0111pumli1·e Analrsis.

London: \ lacmillan Press.

Williams 1..L (2000). Studentabsenteeism and tnwncy.Teclrnulug.ics and irncn cntions to reduce

chronic 1m1blems among school-age.Jo11rnal o{Chi!dren, 7: 23-:14.

Zhang M l2003). Links between school absenteeism and child poYerty.Pa.1·/cmi/ ( ·u,·e. 2: 5-1 Ci.

41

APPENDICES

APPENDIX I: QUESTIONNAIRE FOR TEACHERS

I am Ok\1111u Kezironi an undergraduate student from Kampala Intcrnatiomd l l11i, crsity. crnT, in!!

out a stu,h on pupils' absenteeism and academic performance in Mukuju Sub Cuunt) in Toruro

district. ]'lease the purpose of this questionnaire is to get insight on pupils" absenteeism and

academic performance. Information gathered through this questionnaire will be used legitimate!)·

for study purposes only. Please do not write your name or any other identification at all on this

paper. Your information will remain confidential and it's only of this educational research

purpose. Thank you in advance.

Section A: Bio Data of Respondents

I. Name of the School ........................................................... .

2. Gc·nder

J\ble □ F,·11rnle □

" Age of respondents ~-18-24 years □ 25-35 years □ 3(,-45 years □ 46-59 years □

4. Qualification

n' 2 "Degree □

1 '' Dearee "' □

3 rd Degree □ Diploma □ (\·rtificate □ Secondary Education □ Primary Education □

42

Section B: effect of Pupils' Absenteeism on Academic Performance

n this sec·tion, respondents are kindly asked to tick the appropriate option according to the

understanding of the statement in relation to the topic under study. where:

l. S·\-Strongly agree 2. A - Agree 3. D-Disagree 4. NS- Not sur,· .,. SD-Strong!,

disa.gree

Statement __________________ ~ -----~ 1A I A __ N~L _Q - f SD Pupil's absenteeism leads to poor grades ' Punils abs_enteeism leads to inability to understand classroom activities __ ----11-----i-- _I --Absenteeisrninterrupts the learning process __ ___ / Pupil absenteeism makes groupmates miss opportunity of gaining knowledg,: from absent pupils Absenteeism affects people's ability lo get high scores in examinations Pupils who are not involved in learning do not have any experiences lo share ------ --------------- -~ . -- ---·--Pupils wh,, absent themselves from school involve in gangs and criminali11 ------·----. --~--~--------··-- ----------·-----·-·- " --

-Absentee; ,m increases chanc,·s or students dropping out of s_c_hool ______ _ I -- l

Section C: Factors Responsible for Pupils' Absenteeism in Primary School

Statemen SA A NS D SA . ---------

Negative und low self-esteem leads lo pupil absenteeism Lack of n - - -- des and regt!lati.ons leads pupils' absenteeism . _____ _ Forcino cl

-----~-.£..._ icier students to remain in school leads lo pupil ab_sente~isI1_1__ ___ _

Lack of a ,kquate socialization and appropriate behaviour leads to pupil absenteei. sm --------------------Peer pres. sure leads to pupil absenteeism -------------Lack of ii 1 t crest and challenging leads to pupil absenteeism Mental in Poor leacl - --- ~- ------Poor tcm·: Anxiety I_

capacity leads to pupil absent 1ing skills lea':1s t()_pL_Il_J_~l absenteeism __ _ 1c·r-pupil relationship kads to pupil absenteeism

cc.ids lo pupil absenkeism

! -------1 ---- --- i

. 1-,

--i---- -_L - ·"---

43

Section D: Academic Performance of Pupils in primary schools

1. \lv'llat is the average mark of your pupils in term exams')

2. \,Vliat is the highest score of your pupils in exams?

3. Wliat is the lowest score?

4. How many first grades did your school get in the last PLE sitting9

5. H,,w many passed in 2nd grade''

6. How many passed in 3rd grade?

7. l-luw many were in 4th grade?

8. How many were ungraded?

9. 1-luw many were in x grade?

Section F.: Strategies for Curbing Pupils' Absenteeism

Statement

Guidance and counselling of pupils can help in curbing pupil absenteeism -----~-~---·

Enforcin~ .school rules and regulations can help in curbing pupil :tbsenteeisrn

Having r,·,,tdar school and home visits can help in curbing pupil absenteeism

Using child friendly teaching methods can help in curbing pupil absenteeism

Good teacher pupil relationship can help in curbing pupil absenteeism

Giving rewards to regularly attending pupils can help in curbing pupil

absenteei:;111

44

s A

1\7Ns_ n

!

.. _ --- --- I · I

-- ---------\

APPENDIX II: INTERVIEW GUIDE TO HEADTEACHERS, SCHOOL

MANAGEMENT COMMITTEE CHAIRPERSONS AND L.C I LEADERS.

I. H"w do you think pupil's absenteeism contributes to poor academic performance''

2. What do you think are the reasons responsible for pupil"s absenteeism fr"m school'' 3. \\Im! was the academic performance of learners al PLE for the last four ,cars'' 4. What do you think can be done to Curb Pupils' Absenteeism''

45

APPENDIX III: INTERVIEW GUIDE TO PUPILS' PREFECT'S BODY

I. Do you think absenteeism has an effect on grades scored in exams•)

rr yes, how?

2. Do you talk to your fellow pupils why they absent thcmsel\'es from sc'1100! 0

3. If yes, what do they say are the reasons as to why they absent themseh es?

4. How many marks does the best pupil core in your class in every subject''

5. !·low many marks does the lowest pupil core in your class in every subject''

6. How many marks do most pupils score in your class in ewry subject''

46

APP!<'.NDIX lV: TABLE SHOWING SAMPLE SIZE FOR GIVEN POPULATION

.· . J.· ..

fo!::ae/:r D,:,":•:i?lhf; S:r::;•:',c Si::,', •:K;;;'.· n .",,;-1i:'::;:::; \ s \ s \ s \ s \

-,.----~.

-:. -

. - ' ·,- .

- -,/ . ~. : ::- ..:.

:•, : ' -

'-,. •,,:-

..:·,,·_ '.:. ·-· .

·, -::-

·, -, ·- . ,:---

., : .

. ,, .. . -,':

. ,-, -, ,., ... -, . -

-. ,..,, ---~ --- .

-,- -

47

APPENDIX V: MAP OF UGANDA SHOWING TORORO DISTRICT

I j l 'Yi t: l I i 'i

Lil!Qll!.HP:

c:=Jw-Soom-

MAP OF UGANDA- INCLUDING NEW D!STRJCTS BY REGION

SOURCEfS\c J,w -~,-t-f£

48