Reasons for Persistent Absenteeism among Irish Primary School Pupils (original) (raw)
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Absenteeism in Rural Primary Schools
GSJ, 2023
Absenteeism refers to the practice of regularly staying away from school without good a reason. It can also refer to the habit of staying away from school without providing a genuine or any reason for not attending classes. It is a truant behavior that negatively affects the performance among pupils. Absenteeism can lead to depression and also result in poor quality of education as a result of time lost while being away from school. It could also lead to moral degradation that leads to drug abuse, early pregnancies and unruly behavior. Hence, the study aimed at analyzing the impact of absenteeism in rural primary schools in Luwingu district of Northern province, Zambia. The study was guided by the following specific objectives: (a) To identify factors influencing absenteeism in rural primary schools in Luwingu district, (b) To assess the effects of absenteeism on the academic performance of learners in primary schools in Luwingu district and (c) To determine measures that should be taken to rectify problems of absenteeism in rural primary schools in Luwingu district. Purposive sampling of the site was preferred to select the research area from which participants participated in this study with a sample size of 120. The study employed both the qualitative and quantitative methods that sampled head teachers, primary teachers and pupils from the selected schools. Interview guides were used to obtain qualitative data which was analyzed using thematic analysis while quantitative data were collected using questionnaires which were analyzed using descriptive statistics. The study found out that, learner’s absenteeism was as a result of parental poverty, lack of parental care, punishment at school, ineffective Parent Teacher Association (P.T.A), pupil’s attitude towards education and unconducive classrooms. The study therefore recommended that parents should try by all means provide their children especially those in early childhood with their basic school needs such as uniforms, books, pens, school bags and all that is needed so that they can feel comfortable and enjoy school life. Teachers on the other hand should also motivate their learners to always be in school.
School as Enabling Factor of Students' Absenteeism
2005
This study principally investigated the enabling factors that promote students' absence in school. The pwposiue sampling method. was used to select 150 chronic absentees from thirty randomly selected secondary schools in Ibadan, Oyo State. A ualidated questionnaire deueloped by the researcher was administered on the study sample. The data collected with the questionnaire were analysed using descriptive statistics of mean and standard deviation. The results revealed that at X = 3.00 decision point. the participant agreed that ten out of lIle fifteen items on the questionnaire could be used to explain their absencefrom school. On the basis of these.rmdings. it is suggested that the teaching profession should be tnlly professionalized.
Bakame Edition, 2023
Absenteeism is one of the crucial leading factors to student's failure especially prevalent at secondary day schools. According to US Department of Education, School attendance is a powerful predictor of student outcomes. In fact, irregular attendance can be a better predictor of whether students will drop out of school before graduation than test scores. For schools to excel well in Education system, the student must show up to school. The coherence between school attendance and dropout rates has significant ramifications that goes beyond the classroom. As far as Education is concerned in Rwanda and as stipulated within the policies that implies Rwanda to be a knowledge based economic country, the measures against school absenteeism should be promulgated among other barriers to performance of students in secondary schools. Therefore, this conceptual paper sought to examine the factors that militate against the act of attending regularly for students in Secondary day school whether nine or twelve years' basic education.
The prevalence of sickness absence among primary school pupils – reason to be worried?
BMC Public Health, 2021
Background Absence from school can lead to lower educational achievement and poor health. Little is known about school absence in primary education. This study’s first aim was to examine the prevalence of school absence in primary schools and differing types of absence, including sickness absence. The second aim was to determine which pupil characteristics and types of absence were associated with extensive sickness absence. Methods The school absence registries for the school year 2015–2016 were analysed retrospectively in eight mainstream primary schools with 2216 pupils, and six schools for special primary education with 1000 pupils in the West-Brabant region of the Netherlands. Descriptive analyses, χ 2 -tests, Mann-Whitney U tests and logistic regression analyses were performed. Results The one-year prevalence of school absence was 85% in mainstream primary schools and 79% in special schools. Sickness absence was the most prevalent type of absence, occurring in 75 and 71% of pu...
Contributing Factors of Absenteeism IDOE
Predictors of absenteeism and truancy can be found inside and outside of the school environment. Bimler and Kirkland (2001) indicated that there may be as many as 10 different 'hot spots' that can predict student absenteeism and truancy. These 'hot spots' broadly include: school conditions; home-based behavioral issues; psychological issues; family background; school-based behavioral issues; peer issues; as well as lack of motivation or interest in school. These issues align with more recent reviews of literature regarding student absenteeism, truancy, and school avoidance behavior (Kearney, 2008). As Kearney's (2008) comprehensive review of literature related to school absenteeism and school refusal behavior suggests absenteeism can be linked to physical conditions, psychiatric conditions, classi cation and proximal variables, contextual risk factors, as well as cross-cultural variables. Each of these variables has been shown to in uence student attendance.
Stanford Center for Education Policy Analysis, 2016
What we're missing: A descriptive analysis of part-day absenteeism in secondary school For schools and teachers to help students develop knowledge and skills, students need to show up to class. Yet absenteeism is high, especially in high schools. This study uses a rich dataset tracking class attendance by day for over 50,000 middle and high school students from an urban district in Academic Years 2007-'08 through 2012-'13. Our results extend and modify the extant findings on absenteeism that have been based almost exclusively on data on full-day absenteeism, missing class-by-class absences. Notably, part-day absenteeism is responsible for as much class time missed as full-day absenteeism, raising chronic absenteeism from 9 to 24 percent of total students. Incorporating part-day absences sharply increases the chronic absenteeism gap between underrepresented minority students and their peers. Both full-and part-day absenteeism show a discrete jump at the point of transition from middle school to high school, but full-day absenteeism then declines while part-day absenteeism remains high in grades 10 and 11 and increases again in grade 12. While 55 percent of full-day absences are unexcused, 92 percent of part-day absences are unexcused. Absenteeism from individual classes varies considerably by time of day, but less by class subject matter.