ESTHER Chapter One To Four

CHAPTER ONE
1.0 INTRODUTION
This chapter cover the background of the study, statement of the problem, significant of
the study limitation of the study and operational definition of the study.
1.1 BACKGROUND OF THE STUDY
Education is the key to change and progress, therefore, government of kwara state has adopted
this sector as one of the pillars for poverty reduction and benefit of masses. Government is
fully committed to provide best educational facilities to its people within the minimum
possible time Desocioetal; (2009).
The reasons for kwara state’s low educational status are varied but one important factor is
that created some intractable problems in the optimal utilization of human resources under
the given labor market condition. Existing national education policy (2019-2021) was
formulated keeping in view the prevailing problems in the society. The government has
initiated major administrative reforms, such as devolution of power and education sector
reforms.
Absenteeism is defined as unauthorized absent from school. Desocio et al; (2009) argued
that the major problems facing schools were how to effectively deal with students
Absenteeism. When students had not attended school for a long period of time or frequently
missing school, were classified as absentees.
That incidence of absenteeism was widely known to be a problem in formal education

systems locally and internationally. A study by Reid; (2010) titiled “The causes views and
traits of school absenteeism and truancy: in analytical review” was basically about school
absenteeism and absenteeism: the study was conducted in kwara state and had the following
findings; non attendance and absenteeism continued due to social inequalities, poverty
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attitudes, incompetence of some parents, peer pressure, unattractive school buildings and
climate. The recommendation made were, preventing and combating absence was expensive
in terms of staff time costly for schools and the nation. Therefore more studies in seeking
more cause of absenteeism were needed to be taken.
Another scholar called Florence; (2009) conducted a study titled “The incidence and causes of
absenteeism among students: implication for teachers, counselors and parent in cape cost
metropolis in kwara state. The study sought to perceived various incidences causes of
absenteeism in the senior high schools in the cape. The author came up with the following
findings, absenteeism was caused by, family related causes, school related causes, teachers
related causes, and community related causes.
The recommendations he made were; firstly, there should be a national-wide research in

all the institutions, from basic to the tertiary level on the incidence and causes of
absenteeism in school. Secondly, there should be a comparison in Absenteeism among
endowed schools as well as in single sex schools and mixed schools. In summary studies
noted so far have common factors related to absenteeism of students in secondary school
which are firstly; social factors, secondly school factors, thirdly student’s factors and fourthly
teacher related factors. According to basic education statistics in kwara state (BEST), 2006-
2010 and 2010-2013) absenteeism was one of the leading reasons for students dropout in
secondary schools.
1.2 STATEMENT OF THE PROBLEM
Educational systems all over the world, school enrollment and proper attendance were two
sides of the same coin. In kwara teachers had responded to the call of the government on
establishing secondary schools. Kwara region as well was not left behind in that
developmental strategy.
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However , in the process of trying to promote the provision of secondary education to
the majority; absenteeism is one anomaly appeared to interrupt the process universal
secondary education (USE). The current study intended to explore the causes of absenteeism
among students as perceived by teachers in kwara. Basing on the figures obtained from the
District Education Office, great existed variations between the number of students who were
registered and those who regularly attended classes.
If that trend of affairs would be left to prevail, sure the target of the government as well
as Offa Local Government by providing secondary education to the majority, would
automatically be tempered.
Given that situation where schools registered reasonable numbers but for reasons which
were not established, where students abscond schooling; necessitated a need to conduct a
study so as to enlighten the government as well as the public on the real causes of high
dropout rates due to absenteeism among students in the district.
1.3 PURPOSE OF THE STUDY
1.3,1 GENERAL PURPOSE
The purpose of the study among was to explore factors which influenced absenteeism among
students as perceived by teachers.
1.3,2 SPECIFIC PURPOSE
I, To explore the level of absenteeism among students in Offa Local Government District.
II, To determine the causes of absenteeism among students in Offa Local Government
District.
III, To explore the effect of Absenteeism in 0ffa local government District.
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1.4 RESEARCH QUESTIONS
The study was guided by the following questions
I) What is the level of absenteeism among students in the secondary schools (Offa
Local Government)?
II) What are the factors causing absenteeism among students in secondary schools
(Offa Local Government) ?
III) What are the effect of absenteeism among students in secondary schools (Offa
Local Government)?
1.5 HYPOTHESIS
Ho: There is significant factors causing absenteeism among students in secondary schools
Hi: There is no significant factors causing absenteeism among students in secondary schools
1.6 RESEARCH TASKS
1.6,1 Teachers investigating the level of Absenteeism among students in secondary school,
offa local government.
The following specific questions are formed.
i) How alarming is the level of Absenteeism among students?
Ii) who are leading in the frequency of Absenteeism, girls or boys?
ii) In which season do students fail to attend schools?
Iv) what are the activities which instigate students to abscond schooling?
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1.6,2 Teachers exploring the factors influence Absenteeism among students in
secondary schools. Questions:
i) How is the schools in general involved in promoting or hindering Absenteeism

among students?
Ii) what is the school physical factors that influencing Absenteeism?
1.6,3 Teachers determining the impacts of Absenteeism among students in secondary

schools, Questions:
i) how does poor attendance affect students performance?
1.7 SIGNIFICANCE OF THE STUDY
I) The will create awareness among school administrators and other stakeholders on the
causes of Absenteeism among students.
ii) The study will help the policy makers to come out with policies and programs capable
0f promoting work skill among students.
iii) The study will reveal to the public sustainable strategies capable of eradicating
Absenteeism among students in secondary school.
Iv) Finally, the teachers as street bureaucrats will also use the finding to assist the parents
and the students to ensure that they complete secondary education and proceed onto higher
institutions of learning for professional course(s) in larger numbers.
1.8 LIMITATION OF THE STUDY
Best and Khan; (2009), defined limitation of the study as a condition beyond the
researchers control that may place limits on study conclusion and its application to other
situations. The researcher accounted a number of limitation during the cause of the study.
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These involved some of the head of school hesitated to give out Absenteeism and dropout
data for what they said was confidential.
1.9 OPERATIONAL DEFINITION OF THE STUDY
Absenteeism in this study means unauthorized student absence from school, either in a
certain lesson, Whole day or more than one day in a week, month or quarter of a school
term.
The following terms and concepts and defined according to usage in this dissertation.
Administrative transfer student : - A student who has elected to be transported by bus to
another school within the Portland school District. Only minority students are eligible for
administrative transfer program.
Community agent :- A school district employee, to assist administrative transfer students in

individual and family counseling, dispersal of bus and lunch tickets, and to build best
possible human relations among students, parents and school personnel.
Excessive school absenteeism- : An absenteeism rate which exceeds the normal rate of days
missed from school due to illness, appointments e.t.c. In this study, an absentee rate of 11 or
more days per time is considered excessive absenteeism
Explanation-: an explanation is an attempt to translate the unfamiliar to the familiar.
Feeder school-: An elementary school located within the high school attendance area
boundaries.
Understanding-: understanding is the conceptualizing of ideas or objects as being simple,

homogeneous, coherent, intelligible, ordered, consistent and related. Understanding is a
process which is brought about by explanation, experiences, and the organization of thought
into a ordered system.
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Terms-: Terms is usually an annex to a work (book, research paper, pamphlet, etc ) either
at the beginning or more likely near the end with a list of acronyms, jargon, credits , etc.
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CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
This chapter presents the literature review to the study. The exploration was based on school
related factors, teacher related factors and student related factors
2.1 School Related Factors on Influencing Absenteeism among students in secondary schools.
2.1,1 School leadership
Shelton; (2010), observed that, effective school leaders created vision, development, support
school staff and strengthened school culture. Such leading shared leadership among teachers
and other staff to enhance school academic performance and encourage students toward
attendance. Parrett and Budge; (2015) concluded that effective leaders served as catalysts for
the specific actions that in turn drove the success of school actions and built leadership
capacity. Focus on students, staffs and fostered safe, healthy and supportive learning
environment. Therefore, effective school leadership had better position to determine students
who were absentee and gave out the best strategies which dealt with students attendance and
absenteeism. Damom and paco; (2009) added that there were positive relationship between
school leadership and school performance. This implies that strong and effective school
leadership facilitated good students attendance, unlike weak school leadership. Similarly
Norma; (2016) asserted that an effective leader utilized the leadership abilities of strong
teachers leaders, which helped to put strategies and interventions in place which helped
students at risk . Other scholars in the best performing schools did the right things, shared
power, demonstrated higher moral and ethical behavior. That included specialized
administrative functions which focused on attendance and discipline.
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School leadership had a grant role to play in dealing with student absenteeism; Jane;
(2016) argued that school leadership included not just the head and the senior staff, but all
those who had the responsibility to lead, such as class teachers.
IGE; (2015) pointed out that, secondary school leadership should be more alive to its
responsibilities. It should double its efforts ensuring that there was higher level discipline,
especially working towards absenteeism prevention. Therefore, if the school leadership failed
to control attendance procedures at school fell into a chaotic kind of leadership, which did
not care about disciplinary.
In connection to that Rumberger; (2006) argued that, ineffectiveness of the

administration’s practice to support students gave rise to absenteeism in schools.
Furthermore , National centre for school management; (2013) argued that lack of
commitment of the teachers had been identified as a risk factor of student absenteeism.
In addition, Reid; (2008) noted that schools and their organization as well as rule systems
were becoming outdated to the extent of causing absenteeism and other forms of non-
attendance to increase.
2.2.2 Teacher Related Factors
For effective and attractive teaching and learning , good relationship between teachers
and students was highly encouraged and this mostly relied on how teachers treated their
students.
Odalipo; (2009) noted that teachers needed to help students within and outside the school
setting. Teachers should understand their student characters, traits and values, therefore,
among key roles teachers had been to guide and counsel students so as to create harmony
between them. Braddock; (2010), conformed by arguing that the purpose of guidance and
counseling was to improve academic achievement, foster positive student attitudes and habits,
which finally decreased student absenteeism and dropouts in school, Mgheno et al (2016)
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noted that, that was an indication that the service offered helped students to build positive
attitudes toward their studies including regular attendance.
Contrary to that, Somers and Pilawsky; (2004) observed that, lack of teacher peer
respect, a disinterest in students, lack of teacher peer respect, a disinterest in students, lack
of teacher expectations for student achievement student unfair, leading to absenteeism as a
measure to avoid harshness. Lorenzo; (2006) revealed that, disrespect of students from staff
and simply feeling uncomfortable to stay at school.
Moreover , Malcolm et al; (2003) noted that, many students disliked teachers who taught
them, some students had no respect for teachers who shouted a lot and got and angry.
Eva; (2016) argued that, when teachers used their power wrongly, created a poor
relationship which discouraged students to enjoy learning. In connection to that Ndibalema;
(2016) argued that when teachers were no longer taking moral responsibility to the children
under their students that could cause some negative effect on their attendance that finally led to
poor academic performance.
Robinson et al; (2005) argued that corporal punishment could lead students to run away, fear
of teachers, feeling of helplessness and humiliation; eventually students could become
disinterest to attend school. Monkie; (2009) concluded that many students decided to be
Absentee because of poor relationship with teachers.
On the other side, teaching style could either build positive teacher student
relationship or negative relationship. That was become of poor teaching style to contrary to
that, if teaching style was boredom to students, students disliked as particular subject and
tended to skip a lesson where finally resulted into poor relationship between teachers and
students ending up into absenteeism. Jodi; (2003). Concluded that teaching style contributed to
student absenteeism as a results of boredom; created by incompetent teachers.
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Gay et al; (2007), Florence; (2009) and Ayayi and Ekundayo; (2010), found that poor
method of teaching bored students. That being the case teachers tended to experience low
expectations for student achievement which finally created a poor relationship between
teachers and students and ending up into absenteeism.
Meanwhile, it was noted that class teachers who lacked consistence in the attendance
record keeping, gave room for students to be absentees. To support that idea l u.s
Department of justice; (2001) argued that, schools often had inconsistent procedures for
dealing with absenteeism despite the availability of attendance registers . Linda (n-d) found
that, many students seemed to take advantage of the lack of consistency in attendance and
their enforcement by both teachers and administrators.
Similarly, Yiede et al; (2009), Jane; (2015) added that, poor consistent registration of
absenteeism (excused and non-excused) brought chances for student to be involved in
absenteeism. It was believed that consistency and systemic attendance record gave the room
for school management to enforce strategies toward absenteeism. Freda; (2005) argued that
the strategy should ensure that policies on student registration were rigorously and
consistently enforced, that common standards were applied throughout all schools with respect
to punctuality.
2.2.3 Student Related Factors
Student related factors involved , peer groups, learning difficulties or poor academic
performance . Gave and Davis; (2006) argued that, peer group of an adolescent contributed a
world of its own with its customs tradition manners and even its own language. They
developed that neither at school nor at home attributes. Peer group could extraordinary
influence each other particularly to academic aspirations and attitudes towards school, like
being absentee.
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A Smawat et al; (2009), Reid; (2005), Idu and Oje Dapo; (2013) revealed that peer ship
had influenced student absenteeism. Chudi; (2016) concluded that, the peer groups are well as
classmates had effects on the student’s absentee behavior
On the other hand, student academic performance could motivate or discourages student’s
attendance. That was because students who performed better always enjoyed learning and
could perform any home work or assignment given to them contrary to students who
performed poorly in different subjects. That by itself was a factor which led to absconding
classes. In connection to this , Reid; (2005), (2008), NCSE (n-d) argued that lack of career
aspiration and poor academic performance leads to low self-esteem to student finally causing
students to be absentees.
Similarly Monkie (2004) children’s law office (2005), Olopa (2009) found that there
significant dependency between learners having poor academic problems and absenteeism.
Connie (2000), noted that students on the edge of dropping out because of poor
academic performance could choose to withdraw rather than face the humiliation of feeling
an exit exam or of falling further behind. Other schorlars like Learner and Janet (2000), cited
by Igwue and Ashani (2016) noted that learning difficulties included short memory and poor
reasoning, poor reading skills, and difficulty in calculators. Students could refuse to work
hard because efforts were deemed worthless. For that matter Igwue and Ashani (2016)
confirmed that, social common signs of learning difficulties and absenteeism and
aggressiveness on the part of teachers.
Furthermore, Nasir et al; (2016) found that assignments and tests or incomplete
assignments also affected the tendency of skipping classes among students due to the
unfairness of being asked and punished by their teachers. Catherine; (2001) concluded that
poor academic performance was a strong school indicator of students who cloud dropout of
school due to absenteeism. While Kampmann; (2007) found that among the key reason why
students slapped or intentionally opted Absenteeism for were difficult take home exercise
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2.3 Conceptual Frame Work
Teachers – Related Factors
- Socio economic status of a parents(SES)
- Marital status of a parent.
- Education act
Physical
mmsc
School related Student factors Student physical relative factors
- Teacher  Buildings
Absenteeism
 Teaching and
- Student
learning materials
-\School leadership  weather
Figure 1. 1: model thought to explain factors influencing absenteeism among students

in offa local government.
Source: research design, 2021
The model is composed of four rectangles. The central part signifies the presence of
absenteeism among students. On top of it, it is a rectangle which embodies teachers related
factors, which are socio economic status of the parents (SES) , marital status of parents and
education act. On its left there is a rectangle which represents, school related factors, namely
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teachers, students and school leadership. On the right there is a rectangle which carries
physical related factors like buildings. Teaching and learning materials and weather.
These factor were considered to have an influence on either promoting or undermining

proper school attendance in offa local government, offa district.
2.4 Review of Empirical study
2.4.0 Physical Facilities
2.4.1 School Environment and Location
School location justified also distance from catchment area. Where students came from.
Lariaine and Austin; (2010), noted that distance from school created a problem for students
due to lack of transport facilities. Baleinakorodorwa; (2009) argued that some of the
student’s encountered as latecomers were influenced by distance from home to school.
Disregarding this incidence of staying far from school, such students were grouped as
absentees .
Other scholars like Look; (2005) auditor 2010; Machum and Minde ; (2010), Fredrick; (2013)
revealed that the distance from home to schools coupled with unreliable students to be
absentee.
2.4.2 Weather
Weather condition contributed to student’s absenteeism. Look ; (2009) stressed that wet
weather often made country roads impassable. That incidence finally forced students fail to
attend school, other scholars like Sunita ; (2013) Jane (2015), Yieda at el (2009), Darmody et
al ; (2007) and Heather et al; (2003) noted that, some of the students became absentees during
wet seasons because of difficulties with work especially clearing slashing school environment
frequently.
2.4.3 Buildings
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Carolyn; (2008) revealed that school structure, including classrooms and playgrounds
influenced student attendance. Thus. There was a positive relationship between attractive
classrooms and playgrounds with student’s attendance.
Other scholars like Reid; (2005) and (2008), Auditor ;(2004) and Barogo; (2007) argued that,
unattractive school building influenced students lose interest in school. On the other hand .
School structure reflected teaching and learning resources. scholars like Auditor (2004) and
Jane (2015); observed that inadequate learning resources had a direct relationship with
students absenteeism. However Duncer and Uyasal; (2012) concluded that there was a weak
relationship between resources and students attendance and achievement.
2.5 REVIEW OF LITERATURE
2.5,0 Teachers Related factors
These factors influenced student Absenteeism in aspects of social economic status of parents
(SES), marital status and Education Act. That was because students were always related to
members of the teacher, both positively and negatively.
2.5,1 Social Economic status of a parents families with low income were the ones with
Absentee students compared to middle or higher income families. Tonisha et al ; (2017) and
Maicolm el al; (2007) argued that students from poor families (low socioeconomic status)
failed to afford the necessities of schooling. That involved uniforms, school fees, and other
school equipment. On the other hand, higher life families tended to more involved in their
children, education which resulted in lower Absentee rates.
In addition Sheldon;(2001), Teasly; (2008) and Lorenzo;(2007)showed that students from

lower economic status, absence rates were higher than the middle and upper economic
status, families, for that matter such families had a greater risk of having Absentee students.
That had an effect on the student’s exposure to be both mentally and physical stressed.
Jod(2003) Monkie(2004), Romoero and Lee;(2007) concluded that low socioeconomic status
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(SES) families contributed and was a predictor of school Absenteeism due to failure of
affording school needs. Jod;(2004) stressed that (SES) aspect contributed highly to student
Absenteeism in schools.
2.5.2 Marital Status Of a Parent
Finaly;(2006) argued that students from single parent families were likely to miss school
than students from two parent families. That was because single parent families were
subjected to hardship, economic status and always concentrated on how to acquire daily
needs like food. For that matter such families had minimal time to supervise and monitor
their children attendance and academic matter in auricular.
Jod; (2003), found that single parent families contributed to student Absenteeism. On the
had marital status associated with conflicts let to family breakdown. For that matter such
students fell unhealthy with studies and finally dropped out due being Absentees. Carville;
(1998) as cited by the Virginia Department of Education;(2005) argued that, students who
experienced family conflicts felt academically inferior which led to absconding schooling.
Moreover Veenstra el al; (2010) conducted a study titled “Absenteeism in late and early
secondary education’’. The influence of social bonds and self control. The study found that
low family bonding could increase that like hood of school absenteeism.
Furthermore, Hunt and Hopko ; (2009), argued that lower levelss of family cohesion or
bonding contributed to student Absenteeism. Asmawati el al; (2015) found that family
conflict in Malaysia was the second most factors in causing student Absenteeism.
2.5.3 The Education Act
The Education Act in any nation had a key role in providing guideline and running
education system. The Act should give a direction on school attendance and how should it
be dealt with. For example the Uganda Education Act of 1978, this was revised in (2000),
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under a subsection called “The primary school(compulsory Enrolment and Attendance) rules
2020, status that , ‘The enrollment and regular attendance of every child in primary school
shall be compulsory as from the effective date and every child rolled in primary school shall
attend until the completion of primary education. Any parent to whom those rules apply,
who fails to enroll his child commits an offense and liable on conviction, in the case of a
first offense to a fine not less than thirty thousand shillings and exceeding six months or
not both such a fine and imprisonment for a term not exceeding six months or both such
fine and imprisonment or fine of not less than fifty thousand shillings or a imprisonment for
a terms not exceeding six months or to both such fine and imprisonment.
This sub-section of the Act, stresses that at the primary level the Regional Educational
officer, District Educational officer, ward Educational officer and courts are given mandate
to deal with causes of Absenteeism directly.
However, for secondary education the emphasis on compulsory enrollment and attendance
lack emphasis. Failure by law to insist on compulsory enrollment and attendance for
secondary education was dilemma by itself.
In summary the reviewed literature reveals, first in school related factors to students
Absenteeism, school leadership had a role to influence student attendance, (Shellon, 2010;
Parret and Bulge, 2015; Harun and Mafwimbo, 2017 ). As regards to teachers, it as been
noted that positive attitude and teacher student relationship could influence student
attendance, (Odalipo, 2009; Mgheno et al 2016, Eva 2016 and Ndibalema 2016).
Furthermore student related factors like peer groups, learning difficulties or poor academic
performance and bullying were been sighted as a source of Absenteeism in schools, (Gava
and Davis, 2006, Reid, 2008, Igwue and Ashanani, 2016 ; Zaid et al 2016).
Secondly, as far as the physical environment of a school is concerned, the reviewed

literature has shown that, school location, buildings, teaching and learning material and
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weather were noted to influenced student Absenteeism. (Laraine and Dustin, 2010; Machumu
and Minde 2010; Sunita, 2013 and Barogo 2007).
Thirdly, as regard to teacher related factors the reviewed literature has shown that
socioeconomic status of a parent, especially low income families had contributed to student
Absenteeism. (Tonisha et al 2013; Lee 2007; Gupta and Lata, 2017 and Hunt and Hopko 2010).
Furthermore if has been noted that marital status of parents, especially single parent family
conflicts were cited as sources of students poor attendance ending up in Absenteeism.
(Finlay, 2006; Jod, 2003; Veenstra et al 2010 and Asmawat wt al, 2015) .
Lastly it has been noted that teacher with an Education Act guiding school attendance, had
an advantage of fighting against Absenteeism than those which lacked such Acts.
2.5.4 Knowledge Gaps
The literature reviewed so far has considered Absenteeism as a close set. It has not
specifically analyzed the rate of Absenteeism among boys and girls. This study intends,
among other aspects to explore further victims of this incidence between boys and girls. If
those leading into Absenteeism were boys or girls, what could be the causes for that.
Furthermore the literature reviewed was related to other areas in of the world different from
offa local government and specifically offa district. This study intends to bridge the noted
gaps.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 INTRODUCTION
This chapter presents the research methodology, research design, population of the study,
sample and sampling technique, instruments for data collection, reliability and validity of
data collection instrument and method of data analysis.
3.1 RESEARCH METHODOLOGY
According to (Kothari 1990) ; methodology encompasses systematical ways to solve the

research problem. Methodology gives the researcher direction towards gathering information
and arranging them, also participating in the field by using different techniques for data
collections.
3.2 RESEARCH DESIGN
This study used a qualitative research approach. This was because qualitative research
design differs inherently from qualitative research design by providing the research with step
by step plan or a fixed recipe to follow. Whereas in qualitative research, the research
design determine the researchers choices. Also in qualitative research the researchers choice
and actions determine the design.
Babbie; (1995) defines qualitative research approach as a research method that presents data
in narration.
Furthermore, qualitative research provides explanations to extend understanding phenomena

or promotes opportunities of informed decisions for social action.
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3.3 POPULATION OF THE STUDY
According to Bestand Khad; (2003), population is defined as any group of individuals who
have one or more characteristics in common that is of interest to the research. The total
population associated to the study was 100 (Hundred) which were heterogeneous in nature.
3.4 SAMPLE AND SAMPLING TECHNIQUES
The sample of the study was of 100 (Hundred) participants. Sampling is the process of selecting
a sufficient numbers of elements from the population. The study adopted the purposive
sampling method which is used to get participants teachers.
Ten different secondary school were randomly selected, Whereby 10 teachers were
sample in each school making on one hundred(10) respondents.
3.5 INSTRUMENT FOR DATA COLLECTION
This study adopted the following method; interviews, questionnaires and documentary
reviews.
3.5. 1Interview
Interview refers to method which a researcher and participants engage in oral questioning or
discussion(Adam and Kamuzora 2008). Interview method was used because this was a
flexible way. This method helped the interviewer to collect supplementary information about
the participants as wall the researcher probed for more specific answers while at the same
time helped the researcher to repeat a question when the response indicated that the
respondent misunderstand the question
Interview guide were used on teachers. The participants were requested to answer questions.
Question give the participants room to answer freely and amplify the responses.
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3.5.2 QUESTIONNAIRE
Questionnaire refers to a set of well formulated question to probe and obtain responses from
respondents (Panneerselvam, 2004). Questionnaires were used because it was easier for
participants to answer because they had only to choose categories. In that way a chance for
irrelevant answers was limited, because appropriate answer categories was provided.
3.5.3 DOCUMENTARY REVIEW
To supplement the information obtained from questionnaire, a number of document from

schools were reviewed. The documents which were used included students register books
which showed enrolment of students in sampled years, as well as students class attendance.
The questionnaire is basically divided into (two) A and B section. “A” deals with
personal information of the respondents such as age, gender, subject taught, years of
experience, and teaching qualification. “ B” consist of twenty –one (21) questions in a
structured manner. The respondents are to tick the appropriate column that state: SA(strongly
agree), A(agree), SD(strongly disagree), D(disagree), NT(not sure). One hundred (100) copies
were printed for distribution among randomly selected secondary schools.
3.6 RELIABILITY AND VALIDITY OF THE DATA COLLECTION
INSTRUMENTS
The researcher involved in the use of triangulation technique to ensure reliability as more
than one data collection methods; questionnaire documentary review were used to collect
similar data. Through using such different methods to collect data leads to more reliable
construction of realities (Riddon and Busu 2000).
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3.7 METHOD OF DATA ANALYSIS
Data processing involved data editing, coding and classification. Than the researcher prepared a
code book for entering the data. This was done manually through proof readings of the data
for realizing errors for and as wall as monitoring consistency.
The researcher makes use of statistical tools for the analysis of data collected which
includes frequency distribution and simple percentage. The analysis of data was carried out
in chapter four while personal observation was also adapted on the optician. The returned
questionnaires were collected was organized. Thus data collected was organized accordingly
into tables in chapter four (4)
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CHAPTER FOUR
PRESENTATION OF THE RESECH FINDINGS
4.0 INTRODUCTION
This chapter present the findings of the study basically the presentation was based on response and
view from three different source, questionnaires, interviews and documentary source. The finding
are categorically arrange basing on the research questionnaire in section A and B which sought to
establish demographic information of the responses and causes of absenteeism among secondary
school student in Offa local government, kwara state
4.1 DATA ANALYSIS
SECTION A
TABLE 4.1.1: QUESTIONNAIRE DISTRIBUTION AD COLLECTION
QUESTIONNAIRE FREQUENCY (N) PERCENTAGE

Distribution 100 100%
RETURED 100 100%
SOURCE: FIELD STUDENT, 2021
The Table 4.1 above show questionnaire distribution and collection. As stated above 100
questionnaire were distributed. 100 questionnaire representing 100% were duly completed and
returned. All the questionnaire returned were accepted for the analysis. The result in table 4.1
reveals that 100 questionnaire were distributed and 100 representing 100% were duly completed and
returned
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4.1.2: DEMOGRAPHIC INFORMATION SHOW THE AGE DISTRIBUTION OF THE
RESPONSES
Age Frequency Percentage

18 – 30 years 53 53%
31 – 40 years 28 28%
41 – 50 years 19 19%
Total 100 100%
The table 4.1.2: show the age of responses in offa kwara state. Out of 100 s respondents. 53
were 18 – 30 years representing 53%, 28 were 31 – 40 years representing 28% while 19 were 41 –
50 years representing 19%.
4.1.3: SHOW THE GENDER DISTRIBUTION OF THE RESPONSES
Gender Frequency Percentage

MALE 58 58%
FEMALE 42 42%
Total 100 100%
The table 4.1.: show the gender of responses in Offa s kwara state. Out of 100 respondents. 58
were male representing 42%, were female representing 42%
4.1.4: SHOW THE YEAR TEACHING EXPERIENCE DISTRIBUTION OF THE

RESPONSES
year teaching experience Frequency Percentage

0 - 10 44 44%
11 – 20 45 45%
24
21 years and above 11 11%
Total 100 100%
Source: field student, 2021
The table 4.1.4: show the year teaching experience of responses in offa kwara state. Out of 100
respondents. 44were 0 - 10 years representing 44%, 45 were 11 - 20 years representing 45% ,while
11 were 21years and above are representing 11%
4.1.5: SHOW THE YEAR TEACHING QUALIFICATION DISTRIBUTION OF THE

RESPONSES
teaching qualification Frequency Percentage

NCE 34 34%
First degree 58 58%
Post graduate 8 8%
Total 100 100%
The table 4.1.5: show the year teaching qualification of responses in offa kwara state. Out of 100
respondents. 34 NCE representing 34%, 58 were fist degree representing 58% , while 8 were
post graduate representing 8%.
SECTION B
Causes of absenteeism among secondary schools in this section te researcher wanted to know te
reason behind that make student to become absentee. Contemplating causes of absenteeism, the
researcher of had various causes which she thought and guess that they may be the researcher of
absenteeism or not . Thus he went to respondent to justify that. Thus she sent question through
questionnaire to respondent so as they if those causes she guessed were the right causes of
absenteeism on Offa local government or not . And if yes, is to what extent.
25
4.2.1 Absenteeism caused by taking care of young brother and sister here the researcher wanted
to know whether there are students who are absent because of looking after their young brother and
sister or not
TABLE 4.2.1: STUDENT ABSENTEEISM DUE TO CHILD CARE
Criteria Number of respondent Percentage

Strongly Agree 45 45%
Agreed 21 21%
Strongly Disagree 3 3
Disagree 17 17%
Not sure 14 14%
Total 100 100%
Table 4.2 indicates 45% of participant strongly agreed that taking care of their young brother and
sister was a source of absenteeism in secondary school, 21% agreed, 3% strongly disagreed and
14%of the participant were not sure.
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
strongly Agree Agree Strongly Disagree Disagree Not Sure
26
4.2.2: Absenteeism caused by roaming about
The researcher asked respondents whether roaming about instigated student I secondary school to
abscond schooling or not. The result were as follow
TABLE 4.2.2: ROAMING ABOUT

Agreed 40 40%
Strongly Disagree 19 19%
Disagree 16 16%
Not sure 9 9%
Total 100 100%
Table 4.2.2: indicates 16% of participant strongly agreed that roaming about was a source of
absenteeism in secondary school, 40% agreed, 19% strongly disagreed, 16% disagreed and 9%of
the participant were not sure.
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Table 4.2.3: absenteeism caused in term of season
27
Here the researcher wanted to know may be weather instigated student in secondary scholar not. The
result were as follow
TABLE 4.2.3 DUE TO WEATHER

Agreed 19 19%
Disagree 17 17%
Not sure 3 3%
Total 100 100%
Table 4.2.3: indicates 46% of participant strongly agreed that due to weather( wet season or rain /
dry season ) was a source of absenteeism in secondary school, 19% agreed, 15% strongly disagreed,
17% disagreed and 3%of the participant were not sure result
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
4.2.4: absenteeism caused due to gender
The researcher asked respondent weather gender instigated student in secondary schools to abscond
schooling or not. The results were as follow:-
28
TABLE 4.2.4 DUE TO GENDER E.G. BOYS OR GIRLS

Agreed 27 27%
Disagree 25 25%
Not sure 6 6%
Total 100 100%
Table 4.2.3: indicates 46% of participant strongly agreed that due to weather( wet season or rain /
dry season ) was a source of absenteeism in secondary school, 19% agreed, 15% strongly disagreed,
17% disagreed and 3%of the participant were not sure result
30%
25%
20%
15%
10%
5%
0%
4.2.5 Absenteeism caused by being involved in income generation activities
These were also question on knowing wealthier some student were involved in income generation
activities.
TABLE 4.2.5 STUDENT BEING INVOLVED IN INCOME GENERATION ACTIVITIES
29
Agreed 27 27%
Disagree 19 19%
Not sure 17 %
Total 100 100%
Table 4.2.5: indicates 15% of participant strongly agreed that due to being involved in income
generation activities was a source of absenteeism in secondary school, 27% agreed, 22% strongly
disagreed, 19% disagreed and 17%of the participant were not sure.
30%
25%
20%
15%
10%
5%
0%
4.2.6: Absenteeism caused by being house girls and boys
The issue of being house s girls and boys was also explained by respondents as a cause of
absenteeism in Offa local government , kwara state. Responses were as follows:-
TABLE 4.2.6: STUDENT BEING HOUSE GIRLS AND BOYS
30
Agreed 17 17%
Disagree 11 11%
Not sure 12 12%
Total 100 100%
Table 4.2.6: indicates 45% of participant strongly agreed that due to student being house girls and
boys was a source of absenteeism in secondary school, 17% agreed, 15% strongly disagreed, 11%
disagreed and 12%of the participant were not sure.
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
4.2.7: Absenteeism caused by being single parent family
Single parent family are also said be source of student absenteeism in offa local government
TABLE 4.2.7: EFFECT OF SINGLE PARENT FAMILY ON STUDENT ATTENDANCE

Agreed 35% 35%
Disagree 19 19%
31
Not sure 14 14%
Total 100 100%
Table 4.2.7: indicates 16% of participant strongly agreed that being single parent family on student
was a source of absenteeism in secondary school, 35% agreed, 16% strongly disagreed, 19%
disagreed and 14% of the participants were not sure.
40%
35%
30%
25%
20%
15%
10%
5%
0%
4.2.8: Absenteeism caused by family conflicts here the researcher wanted to know if family conflicts
can make a student to abscond schooling or not.
TABLE 4.2.8 EFFECT OF FAMILY CONFLICT ON STUDENT ABSENTEEISM.

Agreed 24 24%
Disagree 5 5%
Not sure 5 5%
Total 100 100%
32
Table 4.2.8: indicates 34% of participant strongly agreed with the statement that family conflict can
caused student absenteeism in secondary school, 24% agreed, 32% strongly disagreed, 5% disagreed
and 5%of the participant were not sure with the allegation.
40%
35%
30%
25%
20%
15%
10%
5%
0%
4.2.9:- Harsh punishment as a source of absenteeism another issue that this study was seeking to
know was whet her harsh punishment administered to students were a source of student abscond
schooling.
TABLE 4.2.9: ABSENTEEISM DUE TO HARSH PUNISHMENT

Agreed 20 20%
Disagree 20 20
Not sure 5 5%
Total 100 100%
Table 4.2.9: indicates 29% of participant strongly agreed that harsh punishment can caused student
absenteeism in secondary school, 20% agreed, 26% strongly disagreed, 20% disagreed and 5%of
the participant were not sure.
33
35%
30%
25%
20%
15%
10%
5%
0%
4.2.10: Lack of strategies by the head of school
This study wanted to explore further whether lack of strategies by head of school had resulted into
student being absentees.
TABLE 4.2.10: ABSENTEES DUE TO POOR STRATEGIES BY HEAD OF SCHOOL

Agreed 27 27%
Disagree 11 11%
Not sure 12 12%
Total 100 100%
Table 4.2.10: indicates 29% of participant strongly agreed that poor strategies by head of school can
caused student absenteeism in secondary school, 27% agreed, 22% strongly disagreed, 11%
disagreed and 12%of the participant were not sure.
34
35%
30%
25%
20%
15%
10%
5%
0%
4.2.11: poor teaching styles as a source of absenteeism.
Another issue was explored in this study was whether poor teaching styles adopted by tacher was a
reasons for student to be absentees.
TABLE 4.2.11: ABSENTEEISM DUE TO POOR TEACHING STYLES

Agreed 25 25%
Strongly Disagree 27 275
Disagree 15 15%
Not sure 5 5%
Total 100 100%
Table 4.2.11: indicates 28% of participant strongly agreed that poor teaching styles adopted by
teacher led to student absenteeism, 25% agreed, 27% strongly disagreed, 15% disagreed and 5% of
the participant were not sure with the allegation
35
30%
25%
20%
15%
10%
5%
0%
4.2.12: poor peer groupings as a source of absenteeism
Another issue which was explored whether poor peer grouping was a source leading to students
absconding schooling.
TABLE 4.2.12: POOR PEER GROUPING LED TO STUDENTS BEING ABSENTEEISM

Agreed 29 29%
Disagree 13 13%
Not sure 7 7%
Total 100 100%
Table 4.2.11: indicates 28% of participant strongly agreed with the statement that Poor peer
grouping led to students absenteeism, 29% agreed, 23% strongly disagreed, 13% disagreed and 7%
of the participant were not sure with the allegation
36
35%
30%
25%
20%
15%
10%
5%
0%
4.2.13: Low education level of parents
Another issue which was explored whether low education level of parent was a source leading to
student absentees.
Table4.2.13: Low education level of parent led to student being absenteeism

Agreed 20 20%
Disagree 20 20%
Not sure 5 5%
Total 100 100%
Table 4.2.11: indicates 33 % of participant strongly agreed with the statement that low education
level of parent led to students absenteeism, 20% agreed, 22% strongly disagreed, 20% disagreed and
5% of the participant were not sure whether the low education level of parent led absenteeism.
37
35%
30%
25%
20%
15%
10%
5%
0%
4.2.14: lack of essential needs
Lack of essential needs like uniforms, school fees and other equipment instigate students to be
absenteeism
Tables4.2.14: response the need to give student school material

Agreed 19 19%
Disagree 21 21%
Not sure 10 10%
Total 100 100%
38
Table 4.2.14: indicates 26% of participant strongly agreed with the statement that lack of essential
needs led to student’s absenteeism, 19% agreed, 24% strongly disagreed, 21% disagreed and 10%
participant were not sure.
30%
25%
20%
15%
10%
5%
0%
4.2.15 Absenteeism caused due to family poverty
The researcher asked respondent whether poverty instigated student in secondary school to abscond
schooling or not. The result were as follows:

Agreed 31 31%
Disagree 16 16%
Not sure 8 8%
Total 100 100%
39
Table 4.2.15: indicates 20% of participant strongly agreed, 31% agreed that absenteeism was caused
by family poverty, 25% strongly disagreed, 16% disagreed and 8% participant were not sure.
35%
30%
25%
20%
15%
10%
5%
0%
4.2.16: Absenteeism caused by negative effect of mass media
These was also question on knowing whether some student were involving in negative effect of mass
media.
Table 4.2.16: due to negative effect of mass media

Agreed 19 19%
Disagree 19 19%
Not sure 15 15%
Total 100 100%
40
Table 4.2.16: indicates 27% of participant strongly agreed, 19% agreed that absenteeism was caused
by negative mass media , 20% strongly disagreed, 19% disagreed and 15% participant were not sure.
30%
25%
20%
15%
10%
5%
0%
4.2.17: Absenteeism caused by poor staffing
Here the researcher wanted to know how head of school are effective in dealing with absenteeism
Table 4.2.17 Due to poor staffing

Agreed 31 31%
Disagree 15 15%
Not sure 7 7%
Total 100 100%
41
Table 4.2.17: indicates 27% of participant strongly agreed that head of school were crucial in
promoting absenteeism among student , 31% agreed, 20% strongly disagreed, 15% disagreed and
7% participant were not sure.
35%
30%
25%
20%
15%
10%
5%
0%
4.2.18 : absenteeism caused by neglect of parent
Here the researcher wanted to know whether there are students who are absent because of parent
neglect or not.
Table 4.2.18 due to neglect of parent

Agreed 25 25%
Disagree 11 11%
Not sure 5 5%
Total 100 100%
42
Table 4.2.17: indicates 26% of participant strongly agreed 25% agreed that absenteeism was caused
by neglect of parent and 31% strongly disagreed, 11% disagreed and 5% participant were not sure.
35%
30%
25%
20%
15%
10%
5%
0%
4.2.19 absenteeism leads to poor academic performance
The researcher wan t to know the causes of absenteeism among student in school, from the
following were observed.
Table 4.2.19: Responses based on absenteeism as source of poor performance.

Agreed 23 23%
Disagree 19 19%
Not sure 6 6%
Total 100 100%
43
Table 4.2.19: indicates 33% of participant strongly agreed that absenteeism was caused by porr
academic performance ,23% agreed 1%19 strongly disagreed, 19% disagreed and 6% participant
were not sure whether absenteeism led student to poor academic performance.
35%
30%
25%
20%
15%
10%
5%
0%
4.2.20: Absenteeism leads to poor attitude of teachers to work
The researcher wanted respondent to share their ideal about attitude of teacher to work leads to
absenteeism.
Table 4.2.20: Responses based on absenteeism as source of poor attitude of teacher to work

Agreed 44 44%
Disagree 8 8%
Not sure 11 11%
Total 100 100%
44
Table 4.2.20: indicates 23% of participant strongly agreed that absenteeism was caused by poor
ATTITUED OF TEACHER TO WORK ,44% agreed 1%14 strongly disagreed, 8% disagreed
and11% participant were not sure whether absenteeism led poor attitude of teacher to work.
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
4.2.21: Absenteeism leads to careful attitude of parent
Careful attitude of parent also said to be source for students be absenteeism.
Table 4.2.21 careful attitude of the parent

Agreed 27 27%
Disagree 14 14%
Not sure 8 8%
Total 100 100%
45
Table 4.2.21: indicates 28% of participant strongly agreed ,27% agreed 23% strongly disagreed,
14% disagreed and8% participant were not sure .
30%
25%
20%
15%
10%
5%
0%
TEST OF HYPOTHESIS
The hypothesis used in the study are hereby separately tested for acceptance or rejection as follow
Hypothesis one
Ho: There is significant factors causing absenteeism among students in secondary schools
Hi: There is no significant factors causing absenteeism among students in secondary schools
X2 = E ( F0-Fe)2 – Fe
46
Where X2 = Chi-square
Fo = Observed data
Fe = Expected data which
Total number of observed frequency

Total number of category
Options Question 6 Question 11 Total

Strongly Agree 45 45 90
Agreed 21 17 38
Strongly Disagree 3 15 18
Disagree 17 11 28
Not sure 14 13 27
Total 100 100 200
Calculation of frequency expected
Column total X Row Total = Frequency expected Grand total
Yes = 100 x 100 = 1000
100
No=90x38=34.2
100
Contingency Table
47
Options F0 Fe (fo-fe (fo-fe)2 (fo-fe)2
Fe
Strongly Agree 45 34 11 121 3.559

Agreed 21 24 -3 -9 -0.375
Strongly Disagree 3 32 -29 -841 -26.281
Disagree 17 5 12 144 28.8
Not sure 14 5 9 81 16.2
Total 100 100 0 -504 21.903
Options F0 Fe (fo-fe (fo-fe)2 (fo-fe)2

Fe
Strongly Agree 45 29 16 256 8.828

Agreed 17 20 -3 -9 -0.45
Strongly Disagree 15 26 -11 -121 -4.654
Disagree 11 20 -9 -81 -4.05
Not sure 12 5 7 49 9.8
Total 100 100 0 94 9.474
Calculate valve of X2( from contingency table)
X2 = E = (Fo-fe)2 =9.474
Fe
Where X2 = 9.474A+ 5% significant level and 95% confidence level at one degree of freedom.
X2 = (f-1) (c-1)
X2 = (2-1) (2-1)
X2 1 X 1 = 1
48
X2 = 4.737
Decision Rule-: since table value 4.737) is less than calculate valve (9.474) we rejected Ho (Null
hypothesis and accept Hi (Alternative hypothesis) There is significant factors causing absenteeism
among students in secondary schools (Offa Local Government)
CHAPTER FIVE
DISSCUSSION OF THE FINDIND
5.0 Introduction
49
This chapter presents the discussion of the findings, concluding remarks and
recommendations in respect to objectives of the study.
There are various causes that has been found in school community to instigate students to
abscond school. These are ;---
In table 4.2,1; 61 percent of the participants strongly agreed that students were care of
young ones. In relation on this study Animasahum ; [2005], postulated that some of students
failed to attend school regularly due to overindulgence, excessive domestic work like taking
care of their young children. Also Ehindero; [2018] asserted that students were compelled to
attend themselves so as to meet family needs such as caring younger sibling or working to
support family income.
In table 4.2, 2; 56 percent of the participants agreed that some student absconded schooling
due to roaming about. This was similar to a study by chad ; [2016], who observed that
students were absent simply for loitering. These students choose not to attend school
because they could not see the value of being there, they had nothing to do in schools.
Table 4.2 ,3; 65 percent of the participants revealed that in wet season students were not
attending classes. According to Look ; [2005,] wet weather often made roads impassable.
That incidence finally forced students fail to attend school. Other scholars like Sunita;
[2013], Jane[2015], Yeida at el ; [2009], Darmody el al; [2007] and Heayher el al; [2003] note
some of the students become absentee during the wet season because of difficulties with
works especially clearing and salting school environment frequently.
Table 4. 2, 4; 43 percent of the participants agreed that students were absentee because of
gender. The findings are corresponding with the interview with the Head of school in which
they argued that the rate of boys being absentees was high than girls. Also this finding is
similar to studies by Foreo; [2016], Sidney ; [2016], Adeloye ; [2008] who noted that boys
were more involved in Absenteeism than girls.
50
Table 4. 2, 5; 43 percent of the participants agreed that students were Absentee due to
involvement in income generating activities. A study by Okwakpam [n-d], asserted that
students fail to attend school because of involved in a piece of work so as to feed
themselves due to financial difficulties, hence make different work so as to get some
money like mining activities. Also Mwani al el ; [2002] noted that child labour like in the
mining sector was rampant and was due to economics reasons which led to students’
Absenteeism.
Table 4. 2 6; 62 percent of the participants agreed that students were Absentee because of
being house girls or boys.
Million of girls and boys spend everyday working to help feed themselves and their
families. Many girls and boys being working as early as five years old- many in homes as
domestic servants and child domestics workers are particularly vulnerable to trafficking,
forced labor, sexual violence and many health issues which led to Absenteeism in school.
Table 4. 2, 7; 51 percent of the participants agreed with the statement that single parent
families were one of the sources which promoted Absenteeism in secondary schools. The
view was supported by those who were interviewed, who said one major source of students
absconding classes was single parent families, Jod; [2003] and Finlay ; [2006] argued that
students from single parent families were likely to miss school than students who had both
parents. That was because single parent families were subjected to hardships, poor economic
status and always concentrated on how to acquire daily needs like food.
Table 4. 2, 8; 58 percent of the participants agreed with statement that conflicts influenced
students Absenteeism. Carville; [1998] as was cited by the Virginia Department of Education
[2005] argued academically inferior which led them abscond schooling. Similar to that
Asmawati el al; [2015] revealed that family conflict in Malaysia was the second most factors
in causing students Absenteeism.
51
Table 4. 2, 9 ; 49 percent of the participants agreed that Absenteeism was sometime caused
harsh or corporal punishment; participants who were interviewed asserted the corporal
punishments offered to students lead to students Absenteeism . In relation to that a study
conducted by Robinson el al ; [2005] stressed that corporal punishments cloud lead students
run away, fear of teachers, feeling of helplessness and humiliation, eventutually students
were disinterest to attend school. Monkie; [2009] concluded that many students were
Absentee because of poor relationship with teachers due to corporal punishments.
Table 4. 2, 10; 56 percent of the participants agreed with the view that some heads of
school lacked strategies to reinforce school attendance; other study done by Rumberger;
[2004] noted that, ineffectiveness of the administration‘s practice to support students gave
rise to Absenteeism in schools. In addition to that, National centre for school management
[2013] argued that that lack of commitment of the school leadership had been identified as
a risk factor for students Absenteeism. Also Reid; [2008] noted that school and their
organization as well as rule systems were becoming outdated to the extend of causing
Absenteeism and other forms of non attendance to increase.
Table 4. 2, 11; 53 percent of the participants agreed that some student absconded schooling
due to poor teaching styles. With the allegation that poor teaching styles by teachers did
instigate Absenteeism in secondary school. Interviewee responses indicated that a poor
method of teachings adopted by some teachers cloud promote Absenteeism to some students.
In relation to these findings Jodi ; [2003] concluded that teaching style contributed to
students Absenteeism as a result of boredom; created by incompetent teachers.
Gay el al; [2007], Florence; [2009], Ayayi and Ekundayo ; [2010], found that poor method
of teaching bored students. That being the case teachers tented to experience low
expectations for student achievement which finally created a poor relationship between
teachers and students ending up into Absenteeism.
52
In table 4. 2, 12 57 percent of the participants agreed that poor peer grouping led to
students Absenteeism. In connection to studies conducted by Gava and Davis ; [2006] peer
group of an adolescent contributed a world of its own with its customs tradition manners
and even its own language. Peer groups could extraordinary influence each other particularly
to academic aspirations and attitudes towards school, like being Absentee.
Asmawat el al ; [2009], Raid; [2005], Idu and Ojedapo ; [2013] revealed that peer ship
normally influence students Absenteeism.
In table 4 .2, 13 53 percent of the participants agreed that low education level of parents
led to Absenteeism of students in secondary school. Parental involvement is combination of
a parent’s commitment and active participation to the school and to the student [Lab
Bahn1995], parents have the direct contact provision to the learners. Diverse economic and
time constraint-parents often not do not feel in school welcome in school, some parents do
not believe that they have any knowledge that the school is interested to know , especially
that they don’t have high educational attainment; and diverse linguistic and cultural
practices- they do not have great deal of interest in school or in education or they feel
embarrassed as they themselves mat be illiterate or unable to speak English that could
possibly make communication difficult [Finders and Lewis 1994] influence student
absenteeism.
In table 4. 2, 14 45 percent of the participants agreed that lack of basic needs like
uniforms, school fees and other equipment, made student to abscond schooling. The
interviewees on their part agreed with that preposition that lack of basic needs to students
made them feel inferior to attend school, which eventually led to absentees In relation to
current findings, a study conducted by Tonisha et al; [2013] and Malcolm et al ; [2003],
argued that students from poor families [low socioeconomic status] failed to afford the
necessities of schooling.
53
This involved uniforms, school fees and other school equipment. On the other hand, higher
life families tended to be more involved in their children, education which resulted in lower
Absenteeism rates. In addition to that Romero and Lee; [2007] concluded that low
socioeconomic status families contributed and was a predictor of school Absenteeism due to
failure of affording school need. Jod ; [2004], stressed that [SES] aspect contributed highly
to student Absenteeism in schools.
In table 4. 2, 15 51 percent of the participants agreed that due to families poverty students
abscond from schooling.
According to communication; [2016] that when a family is worried about whether their child
has enough found on their plate or a roof over their head, school can be a secondary
consideration. If these challenges are preventing students from coming to school, educators
should make a concerted effort to point families in the right direction to alleviate these
burdens.
In table 4. 2, 16 46 percent of the participants agreed that negative effect of mass media
made student to abscond schooling.
Musa and Hassan; [1996] found that communication media had a profound effect on the
youth change which involved three aspect of cognitive, affective and psychomotor.
The dissemination of unethical information through the broadcast programs. The elements of
violence and sex from import media with hugging, kissing, hand-held and eye-dressing
women scene are widely broadcast by electronic media.
Hiebert Reuss ; [1985] state that an experiment made by the National mental Health institute
in Maryland found that school-age student fighting in school were among those who
watched the terrorist program. So negative effect of mass media is one of the causes of
absenteeism.
54
In table 4. 2, 17 58 percent of the participants agreed that poor staffing made student to
abscond schooling. That revealed lack of communication between heads of schools and class
teacher led to student Absenteeism. Likewise interviewees revealed that some heads of
school were less concern with student’s attendance due to week poor communication
between heads of school and class teachers. Other researcher like Damon and Paco [2009]
added that there was a positive relationship between school leadership and school
performance. This implies that strong and effective school leadership facilitated good student
attendance unlike weak school leadership. Jane ; [2015], argued that school leadership included
not just that head and the senior staff, but all those who had responsibility to lead, such
as class teachers. Poor communication led to inconsistence procedure of taking students
attendance which later on ended up students being Absenteeism.
In table 4. 2, 18 51 percent of the participants agreed that some student absconded

schooling due to neglect of parents.
Neglect refers to the failure of a parent to provide for the development of the child-where
the parent is in a position to do so- in one or more of the following area;- Health,
education, emotional development, nutrition, shelter, and safe living conditions neglect of
parents is thus distinguished from circumstances of poverty in that neglect can occur only in
cases where reasonable resources are available to the family or caregiver. [Kempe et al,
1999].
In table 4. 2, 19 56 percent of the participants agreed that Absenteeism led to students drop
out.
Those finding are related to a study conducted by Connie [2000] who noted that students of
a poor academic performance could choose to withdraw rather or of falling further behind.
Attwood and Croll, Virginia Department of Education ; [2005], state justice Institute [2013],
common-wealth of Virginia [2010], stressed that Absenteeism hindered effective learning
and could lead to poor academic performance which was a major risk factor for students.
55
In table 4. 2, 20 67 percent of the participants agreed that Absenteeism led to poor attitude
of teacher to work.
According to Uba; [2009] to resolve this identify crisis, there is need to attain a complex
synthesis between psychological process and societal goals and direction. Failure to achieve
this there may be high rate of deviant behaviors such as the one been witnessed now.
Gbadamosi ; [2003] observed that the causes of deviant behavior are linked to poor attitude
of teachers to work, faulty curriculum plan, administrative deficiency, inadequate school
facilities, hash school rules and societal problems.
In table 4. 2, 21 55 percent of the participants agreed that careful attitude of the parents
led to abscond schooling.
Okeefe; [1993] say that family attitudes may play a part in keeping children from school
either directly or indirectly.
Kinder et al; [1995] which found that family circumstances and values were one major
causes of non-attendance, along with individual child and school-related factors. Family
circumstances and values linked to poor attendance included parentally condoned absence’
careful attitude of the parents not valuing education, family problems, poor parenting,
poverty and a lack of social confidence in the local community led’s to absenteeism of
students.
5.2 CONCLUSION
Based on the findings of the study, the following conclusion were made;
i. Compulsory attendance in government secondary schools was not reinforced by any

Education Act.
56
ii. Parents kept themselves at a distance from making follow up on the academic
performance of the children.
iii. Teachers were not close enough their students, a situation which had created
delivery of poor assistance, leading to student Absenteeism.
5. 3 RECOMMENDATIONS
Based on the conclusions, the study recommends.
 The government [state] through Ministry of Education and sports [MOES] should
introduce compulsory attendance Act like the one operating in primary school.
 Parents should be involved in the education of their children by, for example,
establishing guidelines that hold them responsible for contacting schools regularly .
 Teachers should develop a habit of being attentive to problems raised by students for
better assistance.
REFRENCES
Adam. J and Kamuzora. F (2008) Research method for Business and social studies.
Att Wood, G and Croll, P (2006). Absenteeism in secondary school pupils: prevalence, trajectories
and pupil perspectives Research paper in Education vol-21(4), 467-488
57
Baleinakorodawa, K (2009). “ Causes of Absenteeism from mainstream Education for Group of
pasifika students Enrolled in Alternative Education”, unpublished Master Dissertation, Kwara
state University of Technology.
Barongo. G. (2007). Assessment of Absenteeism and Dropout among secondary school students;
A case of offa LGA District in cost Region.
Best . J. and Khand. J. V. (2006) Research in education (7 edition). Toronto; Ally and Bacon.
Braddock. L (2001). Guidance program pages.
(http:/WWW.feps. com). Accessed on 10/01/20`7
Carollyn. S. G. (2008). Impact of school, social bonding on chronic Absenteeism; perception of

middle school principle. Unpublished phd Dissertation kwara state university.
Chad. R. L. (2016). Improving student attendance in offa (kwara state) school; center for evaluation
and policy. Accessed on 22/04/2017.
Chudi .O. C (2016) , Absenteeism among secondary students in offa LGA education zone.
Darmody, Merike, Smith, Emer, Mccoy, Selina (2007).
Acting up or opting out?
Absenteeism in offa secondary schools, working paper, the economic and Research institute.
(http:/hdl. Handle net/ 10419/ 67998). Accessed on 23/04/2017.
Dembo. R (2009). Absenteeism intervention programs: challenges and innovation to implementation.

Crime justice policy Review, 20(4), 437-456.
Dincer, M and Uysal. G (2010) .determinants of students’ achievement in kwara. International

journal of Education Development. Vol 30(10), 592-598.
58
Doris, J. J. (2006), The impacts of students Attendance school-economic status and mobility on
student in Tittle l schools, unpublished phd dissertation, Virginia polytechnic institute and
state university.
Douglas, D and Kirsty, H. (2005). Parents /careers, attitudes towards school attendance, TNS
Research. (WWW.dfespublications. Gov. uk ). Accessed on 21/04/2017.
Dunnie . M, Cythinia. B. S, Ricardo. S. and Andrew. O. (2010). Bullying and school attendance:
A case study of senior High school students in Ghana, create research monograph No.41,
university of Sussex.
Fareo . D . O, (2016). Absenteeism and Academic performance of school students in Nigeria:
Implication for counseling. Obafemi Awolowo university, Nigeria IJCDSE special issue, Vol, 3(2)
20-23.
Finaly , K, A, (2 006). Quantifying school Engagement. Research report, Colorado Denver

(WWW.schoolengagement.org) accessed on 31/08/2021.
Hamblin. C. (2001), Building Bridges At risk youth, developing an Alternative learning environment
to help build success. Research report.
Mccluskey. C . P, Bynum, T. S and Patchin. J. W (2004). Reducing Chronic Absenteeism; An

Assessment of an Early Absenteeism initiatives. Crime Delinquency journal Vol. 50(2), 214-
234.
Mghweno. P. E , Meghweno. L.R and Baguma. P (2016). Access to guidance and counseling services
and its influence on students school life and career choice. African journal of Guidance and
Counseling Vol .1(1), 7-15.
Oladipo .S. E. (2009). Moral education of the child: Whose responsibility ? journal of science, 20(2),
149-155.
Oroddho . A . J (2005). Elements of Education and social science Research method. Nairobi: Masola
Publishers.
59
Panneerselvam. R. (2004). Research Methodology, New Delhi: prentice Hall of India.
Parrelt. W. H and Budge. K. M (2015).Turning High poverty schools into High performing schools.
Alexandria : ASCD.
Triola .M .F(2001). Elementary statistics: 8 Edition, Boston: Addision Wisley.
APPENDIX
NATIONAL TEACHERS INSTITUTE KADUNA BACHELOR’S DEGREE PROGRAMME
Causes of Absenteeism among secondary school students as perceived by Teacher, in offa

LGA, kwara state.
60
Questionnaire (CAASSPTOKS)
Dear Respondent
This questionnaire is designed to collect data on the causes of Absenteeism among

secondary school students as perceived by Teacher in offa LGA, kwara state. Your
responses would purely be for research purposes only, and will treated with strict
confidentiality.
Please give honest responses as they apply to you. Thank you.
SECTION A; Demographic Information.
Instruction; please indicate your responses by ticking ( ‫ )ﮮ‬in the space provided.
1. Age; 18-30( ); 31-40( ); 41-50( ).

2. Gender; Male ( ); Female ( ).
3. Years of teaching experience; 0-10 ( ); 11-20 ( ); 21 years and above ( ).
4. Teaching qualification; NCE ( ); FIRST DEGREE( ); POST GRADUATE ( ).
SECTION B; Causes of Absenteeism among secondary school students as perceived by

teacher.
Instruction; kindly tick (‫ )ﮮ‬the option that best describes your response to each item
using thing scale; SA(Strongly agree), A(Agree), SD(strongly Disagree), D(Disagree),
NS(Not Sure) .
S/ In my view, causes of Absenteeism among students may be; SA A S D NS

N D
1. Taking care of young ones.
61
2. Roaming about.
3. Due to weather.
4. Gender e.g Boys or Girls.
5. Being involved income Generation Activities.
6. Being House Girls Boys.
7. Single parent family.
8. Due to family conflict.
9. Due Harsh punishment.
10. Due to poor strategies.
11. Due to poor Teaching styles.
12. Poor peer grouping led.
13. Low education level of parents.
14. Lack essential need.
15. Family poverty.
16. Negative effect of mass media.
17. Poor staffing.
18. Neglect of parents.
19. Poor academic performance.
62
20. Poor attitude of teacher to work.
21. Carefree attitude of the parents.
63

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CHAPTER ONE

1.1 BACKGROUND OF THE STUDY

That incidence of absenteeism was widely known to be a problem in formal education

The recommendations he made were; firstly, there should be a national-wide research in

1.2 STATEMENT OF THE PROBLEM

1.3 PURPOSE OF THE STUDY

1.3,1 GENERAL PURPOSE

1.3,2 SPECIFIC PURPOSE

The study was guided by the following questions

1.6 RESEARCH TASKS

The following specific questions are formed.

i) How alarming is the level of Absenteeism among students?

Ii) who are leading in the frequency of Absenteeism, girls or boys?

ii) In which season do students fail to attend schools?

i) How is the schools in general involved in promoting or hindering Absenteeism

Ii) what is the school physical factors that influencing Absenteeism?

1.6,3 Teachers determining the impacts of Absenteeism among students in secondary

i) how does poor attendance affect students performance?

1.7 SIGNIFICANCE OF THE STUDY

1.9 OPERATIONAL DEFINITION OF THE STUDY

Community agent :- A school district employee, to assist administrative transfer students in

Explanation-: an explanation is an attempt to translate the unfamiliar to the familiar.

Understanding-: understanding is the conceptualizing of ideas or objects as being simple,

2.1,1 School leadership

In connection to that Rumberger; (2006) argued that, ineffectiveness of the

2.2.2 Teacher Related Factors

2.2.3 Student Related Factors

Teachers – Related Factors

- Socio economic status of a parents(SES)

- Marital status of a parent.

School related Student factors Student physical relative factors

-\School leadership  weather

Figure 1. 1: model thought to explain factors influencing absenteeism among students

Source: research design, 2021

These factor were considered to have an influence on either promoting or undermining

2.4 Review of Empirical study

2.4.0 Physical Facilities

2.4.1 School Environment and Location

2.5 REVIEW OF LITERATURE

2.5,0 Teachers Related factors

In addition Sheldon;(2001), Teasly; (2008) and Lorenzo;(2007)showed that students from

2.5.2 Marital Status Of a Parent

2.5.3 The Education Act

Secondly, as far as the physical environment of a school is concerned, the reviewed

2.5.4 Knowledge Gaps

3.1 RESEARCH METHODOLOGY

According to (Kothari 1990) ; methodology encompasses systematical ways to solve the

3.2 RESEARCH DESIGN

Furthermore, qualitative research provides explanations to extend understanding phenomena

3.4 SAMPLE AND SAMPLING TECHNIQUES

3.5 INSTRUMENT FOR DATA COLLECTION

3.5.3 DOCUMENTARY REVIEW

To supplement the information obtained from questionnaire, a number of document from

3.6 RELIABILITY AND VALIDITY OF THE DATA COLLECTION

PRESENTATION OF THE RESECH FINDINGS

4.1 DATA ANALYSIS

TABLE 4.1.1: QUESTIONNAIRE DISTRIBUTION AD COLLECTION