Abstract:
This study investigated the effects of student absenteeism and truancy on academic
performance in three selected JHS schools in the Oforikrom Sub-Metropolis. The study
adopted the mixed research approach to gather and analyse relevant data; which
involved both quantitative and qualitative approaches. The total number of respondents
were fifty (50) students who exhibit absenteeism and truancy behaviours, two (2) head
teachers and five (5) teachers from the Aprade, Weweso and Anwomaso Basic Schools.
All respondents were purposively sampled based on their knowledge on the
phenomenon studied. The study found that about fifteen (15) factors resulted in the
absenteeism and truancy behaviours of students. The highest factor was the attitude of
teachers (poor engagement in learning in classroom). Other included illness, ignorance,
family problems, economic hardships, poor head teacher-student relationship, poor
attitude towards absence, negative school atmosphere, adaptation to school, and
individual reasons, among others. The study also found that the academic performance
of such students was low. The study further showed a decreasing performance of
students who exhibit absenteeism and truancy with an average grade of 30 for the
2017/2018 academic year. Chi-square test to establish whether there is an association
between absenteeism and truancy behaviours of students and academic showed a
statistically significant association between academic performance of students and
absenteeism and truancy behaviours with a computed Chi-square statistic value of
4.437 with (Asymp.) and p-value of 0.035. Based on the findings, the study
recommended the need for effective cooperation between family of victims and schools
to address such behaviours. Also, the study suggested that elective courses should be
varied depending on the interests and needs of students and suitable environments for
these courses should be prepared at schools.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018
