INFLUENCE OF STUDENTS’ ABSENTEEISM ON ACADEMIC

PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BUDALANG’I

SUB-COUNTY, BUSIA COUNTY

ADONGO M. FRIDA

MATRICULATION NO: B.Ed/ D321/11/12

A Research Project Submitted to the Department of Education in Partial fulfillment of the

Requirements for the Award of the Bachelor of Education Degree

DEPARTMENT OF EDUCATION

MARIST INTERNATIONAL UNIVERSITY COLLEGE

A Constituent College of the Catholic University of Eastern

Africa

NAIROBI – KENYA

ii

TITLE PAGE

INFLUENCE OF STUDENTS’ ABSENTEEISM ON ACADEMIC

PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BUDALANG’I

SUB-COUNTY, BUSIA COUNTY

ADONGO M. FRIDA

B.Ed /D321/11/12

A Research Project Submitted to the Department of Education in Partial fulfillment of the

Requirements for the Award of the Bachelor of Education Degree

MARIST INTERNATIONAL UNIVERSITY COLLEGE

A Constituent College of the Catholic University of Eastern Africa

NAIROBI – KENYA

MAY, 2015

i

DECLARATION

I, the undersigned, declare that this project is a product of my original work and has not been

presented to any other institution of higher learning for academic credit.

Signature______________ DATE ______________

Sr. Adongo M. Frida B.Ed/ D321/11/12

RECOMMENDATION

This research project has been submitted for examination with my approval as the university

supervisor.

__________________ __________________

Br. Etienne Balma DATE

This research project has been approved by the Head of Department

__________________ __________________

Prof. Joash Mutua DATE

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DEDICATION

I dedicate this work to the people of Budalang’i who have suffered silently over the years due to

natural calamities

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ACKNOWLEDGEMENTS

I sincerely want to thank the Almighty God for His gratitude. My word of gratitude also goes to

my Supervisor Br. Etienne for his tireless dedication in guiding me throughout the writing of this

research project. I would also like to acknowledge the Head of Education Department Prof. Joash

Mutua for his wise leadership in this department. I would also want to mention some lecturers

who have been very instrumental towards the success of my academic life and they include: Dr.

Changilwa, Dr. Br. Cyprian, Dr. Br. Eugene, Sr. Therese Makau, just to name but a few. I also

want to thank my Mother Superior for her relentless support that she has rendered to me over the

years. To all my classmates and friends that in one way or the other gave me moral support and

encouragement, I say a big thank you.

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TABLE OF CONTENTS

Contents Page

TITLE PAGE....................................................................................................................................i

DECLARATION.............................................................................................................................ii

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

ACKNOWLEDGEMENTS............................................................................................................iv

TABLE OF CONTENTS................................................................................................................v

LIST OF TABLES..........................................................................................................................ix

LIST OF FIGURES.........................................................................................................................x

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

ABSTRACT..................................................................................................................................xii

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

INTRODUCTION TO THE STUDY..............................................................................................1

1.1 Background of the Study...........................................................................................................1

1.2 Statement of the Problem...........................................................................................................5

1.3 Research Questions....................................................................................................................5

1.4. Scope and Delimitations of the Study..................................................................................6

1.5. Significance of the Study......................................................................................................6

1.6. Conceptual Framework.........................................................................................................7

1.7. Operational Definitions of Terms.........................................................................................9

1.8. Organization of the Study....................................................................................................9

CHAPTER TWO...........................................................................................................................11

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LITERATURE REVIEW..............................................................................................................11

2.1 Introduction..............................................................................................................................11

2.2 Causes of School Absenteeism................................................................................................11

2.2.1 Home Factors causing Students’ Absenteeism.........................................................................12

2.2.2 Environmental Factors causing students’ absenteeism............................................................15

2.2. 3 School factors that cause students’ absenteeism....................................................................21

2.5 Summary of Literature Review and analysis of knowledge gap.............................................27

CHAPTER THREE.......................................................................................................................29

RESEARCH DESIGN AND METHODOLOGY.........................................................................29

3.1 Introduction..............................................................................................................................29

3.2 Research Design......................................................................................................................29

3.3. Population of the Study.....................................................................................................29

3.4 Description of Sample and Sampling Procedure.....................................................................30

3.4.1 The Sample Size........................................................................................................................30

3.4.2 Sampling Procedure..................................................................................................................31

3.5 Description of Research Instruments.......................................................................................31

3.5.1 Questionnaires for Students.....................................................................................................32

3.5.2 Questionnaire for Teachers......................................................................................................32

3.6 Validity and Reliability of the Research Instruments..............................................................33

3.6.1. Validity of the Research Instruments.................................................................................33

3.6.2 Reliability of the Research Instruments............................................................................33

3.7 Data Collection Procedures.....................................................................................................33

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3.8 Data Analysis techniques.........................................................................................................34

3.9 Ethical Considerations.............................................................................................................34

CHAPTER FOUR.........................................................................................................................36

DATA PRESENTATIONS, INTERPRETATION AND DISCUSSION OF FINDINGS...........36

4.1 Distribution of Questionnaires and the Return Rate....................................................................36

4.2 Demographic Information of the Participants.........................................................................37

4.2.1 Gender Distribution of the Respondents..................................................................................37

4.2.2 Age Distribution of the Respondents........................................................................................37

4.2.3 Distribution of Academic Qualification of Teachers..................................................................39

4.2.4 Class Distribution of Students...................................................................................................39

4.2.5 Teaching Experience.................................................................................................................40

4.3 Environmental Factors Causing Students’ Absenteeism in Secondary Schools in.................41

4.5 School Factors causing Students’ Absenteeism in Secondary Schools in Budalang’i Sub-

County............................................................................................................................................49

4.6 Relationship between student absenteeism and academic performance in Budalang’i Sub

County............................................................................................................................................52

4.7 Ways of Curtailing the Absenteeism Phenomenon.................................................................56

CHAPTER FIVE...........................................................................................................................61

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS........................61

5.0 Introduction..............................................................................................................................61

5.1 Summary of Findings..............................................................................................................61

5.1.1 What are the Environmental Factors causing School Absenteeism?........................................61

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5.1.2 What are the Home Factors causing School Absenteeism?.....................................................61

5.1.3 What are the School Factors causing School Absenteeism?.....................................................62

5.1.4 What is the Relationship between School Absenteeism and Academic Performance?............62

5.1.5 How can the Phenomenon of School Absenteeism be Curtailed?............................................62

5.2 Conclusion...............................................................................................................................63

5.3 Recommendations....................................................................................................................64

5.4 Suggestions for Further Research............................................................................................65

APPENDIX I: QUESTIONNAIRE FOR TEACHERS................................................................73

APPENDIX II: QUESTIONNAIRE FOR STUDENTS...............................................................77

APPENDIX III: LETTER OF AUTHORIZATION......................................................................81

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LIST OF TABLES

Table 3.1: Sample size...................................................................................................................30

Table 4.4: Age Distribution of Teachers.......................................................................................38

Table 4.5: Class Distribution of Students......................................................................................40

Table 4.6: Teaching experience.....................................................................................................40

Table 4.7: Students’ Responses on Environmental Factors Causing Student Absenteeism..........41

Table 4.8: Teachers Responses on Environmental Factors Causing Student Absenteeism..........42

Table 4.9: Students Opinion on Home Factors Causing Absenteeism..........................................44

Table 4.10: Teachers' Opinion on Home factors Causing Absenteeism.......................................45

Table 4.11: Students on School Factors........................................................................................48

Table 4.12: Teachers on School Factors.......................................................................................48

Table 4.13: Students’ opinion on Relationship between Absenteeism and Academic Performance

.......................................................................................................................................................51

Table 4.14: Teachers' opinion on Relationship between Absenteeism and Academic Performance

.......................................................................................................................................................52

Table 4.15: Students opinion on ways of curtailing absenteeism..................................................54

Table 4.16: Teachers' opinion on ways of curtailing absenteeism................................................55

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LIST OF FIGURES

Figure 1.1: Conceptual Framework................................................................................................8

Figure 4.1: Distribution of Teachers Based on Their Academic Qualifications…….……………39

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LIST OF ABBREVIATIONS

CTD Child Trends Databank

EEL Eneza Education Ltd.

EN The Elimu Network

GOK Government of Kenya

MIUC Marist International University College

SPSS Statistical Package for Social Science

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ABSTRACT

The purpose of this study was to investigate the influence of students’ absenteeism on academic performance in public secondary schools in Budalang’i Sub-County, Busia County. The study was guided by the following research questions: What are the environmental factors causing school absenteeism? What are the home factors causing school absenteeism? What are the school factors causing school absenteeism? What is the relationship between school absenteeism and academic performance? How can the phenomenon of school absenteeism be curtailed? The study enlisted 113 participants who were randomly sampled and used Descriptive survey design. It established that absenteeism is a critical issue in secondary schools in Budalang’I Sub County. It recommended that parents should be paying school fees on time and make sure that ailing students are taken to hospital and back to school immediately. They should also stop overburdening students with home chores such as cooking, fetching firewood and taking care of animals. They should also follow up the academic matters of their children at school on regular basis. The government should make roads more accessible to schools. It should offer bursaries to needy students from poor backgrounds while guidance and counseling services should be offered to students especially on the importance of attending school regularly. Secondary school education should be made free in order to eliminate the problem of lack of school fees. Schools should strive to have up to date learning facilities like libraries as well as sporting facilities to enhance student retention while ensuring that there is harmony between parents, teachers and students. Schools should also offer lunch to students and sanitary towels to the female students. They should also establish health centres within school compounds to facilitate prompt treatment of minor diseases instead of sending such students home to seek treatment. The day schools should be converted into boarding schools to eliminate the challenges of transportation to and from school. The school management and community should work hand in hand to enforce school attendance and ensure that school rules are not very strict to the students Students should avoid negative influence from peer pressure and carry out circumcision ceremonies when schools are closed. They should also adhere to school rules while class teachers should improve communication with students while ensuring that absentees are disciplined.

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CHAPTER ONE

INTRODUCTION TO THE STUDY

1.1 Background of the Study

Absenteeism in school is the habit of staying away from school without a genuine or any

reason or not attending classes. Absenteeism is considered a truant behavior that negatively

affects the academic performance among students (Keter, 2015). Child Trends Databank (2014)

describes school attendance as an important factor in school success among children and youth.

Better school attendance has been related to higher academic achievement for students of all

backgrounds and specifically those from lower socio-economic status. Chronic truancy (frequent

unexcused absence) is a strong predictor of undesirable outcomes in adolescence, including

academic failure, dropping out of school, substance abuse, gang involvement, and criminal

activity. However, chronic absence (regardless of reason) 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 defined as missing ten percent or more of school days.

Unfortunately, few school districts currently have the capacity to analyze attendance data to

identify those students who are chronically absent (Child Trends Databank, 2014).

Kwamboka (2013) observed that although Kenyan education sector consumes about 30% of

public expenditure, 1.8 million children are still out of school. The reasons advanced for this

kind of phenomenon are calamities such as floods, droughts and conflicts which have had

devastating effects on formal and informal education (Kwamboka, 2013).

Many factors have been identified to contribute to student absenteeism. Nair (2010)

identified family health or financial concerns, poor school climate, drug and alcohol use,

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transportation problems, and differing community attitudes towards education as among the

conditions that are often associated with a child’s frequent absence from school. School

absenteeism may include specific lesson absence, post-registration absence, parentally condoned

absence, psychological absence, school refusal and school phobia. These causes of absenteeism

are reinforced by those of Balfanz and Byrnes (2012) who opines that students miss school for

many reasons which includes students who cannot attend school due to illness, family

responsibilities, housing instability, the need to work or involvement with the juvenile justice

system; Students who will not attend school to avoid bullying, unsafe conditions, harassment and

embarrassment; Students who do not attend school because they, or their parents, do not see the

value in being there, they have something else they would rather do, or nothing stops them from

skipping school (Balfanz and Byrnes, 2012).

Flooding is a frequent phenomenon in the Budalang’i Sub County. The destruction by floods

occurs annually and the trend in the flood frequency reveals April and May as the highest

affected months. The damage caused is in terms of million where life is lost and damage to

property including houses, schools, infrastructure, and destruction of crops and finally

displacement of people. Poverty, water borne diseases and malaria set in as a resulting to more

school dropouts and absenteeism. The effects of these floods linger sometimes for the whole

year. The interference on learners in the host schools may result to loss of learning contact hours

as learning is halted for the whole of the duration of the floods. Subsequently, teachers may not

cover the syllabus within the stipulated period hence; lag behind in school work coverage. This

situation may lead to repetition and dropout and poor academic performance. The exposure of

life in camps could encourage immoral behavior among the teenagers leading to pregnancy and

HIV/AIDS infection resulting to more dropouts. By the time the floods recede, some learners

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could have dropped out of school for marriage or child labour as poverty escalate because of

crop failure and or washing away of crops by the floods (Onywere1 et al, 2011).

According to Kremer and Miguel (2008), hundreds of millions of children worldwide are

infected with parasitic worms. These worms are detrimental to children's health, their cognitive

development, their education and their futures. Chronic illness caused by worm infections

reduces literacy and adult productivity. According to Kremer and Miguel (2008) Budalang’i and

Funyula divisions have some of the country’s highest helminth infection rates, in part due to the

area’s proximity to Lake Victoria—schistosomiasis is easily contracted through contact with the

contaminated lake water. Soil-transmitted helminths (STH), on the other hand, are transmitted

through contact with or ingestion of fecal matter. This can occur, for example, if children do not

have access to a latrine and instead defecate in the fields near their home or school, where they

also play. One quarter of Kenyan student absenteeism is attributed to abdominal pains which are

likely due to intestinal helminth infections. In addition, older children may miss school to take

care of siblings who are sick with helminth infections.

Absenteeism negatively affects teaching and learning in institutions of learning. According to

Walters (2015) for any school to be successful, it is crucial that students attend classes regularly.

Excessive absenteeism can drastically hinder the learning process as student miss classes and end

up not covering the syllabus adequately. Waters argues that attending school regularly is a vital

factor in school success for both students and teachers and reiterates that excessive school

absenteeism is often linked to poor school academic achievement. Hence, school attendance by

students plays an integral role in the success and educational advancement levels of any

academic institution and all students enrolled (Walters, 2015).

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The emergence of HIV/AIDs has aggravated the issue of school absenteeism. Attrition due to

death from Human Immune Deficiency Virus / Acquired Immune Deficiency Syndrome

(HIV/AIDS) has seen an upsurge in the number of absentees who cannot attend school due to

sickness. According to Odoyo (2014), the spread of HIV/AIDS has devastating effects on

students in developing countries. The pandemic greatly reduces the capacity of the system by

increasing student attrition and absenteeism. It also saps the system’s energy by imposing

additional demands on teachers as they provide support for ill students (Odoyo, 2014).

Parents also play a role in the absenteeism of their children from school. It is the primary

duty of every parent to ensure that their children attend school every day as required apart from

providing other necessities such as stationery, food, school uniform and shelter among others.

Parents should also follow up on the academic matters of their children at school. They are also

supposed to provide a conducive environment at home where the children can read without

unnecessary interruptions (Mwali, 2014).

Parents also have an obligation to ensure that their children are clean and free of problems

such as jigger infestation that have been found to cause absenteeism. The jigger menace has

forced many students to absent themselves from school or even drop out of school in Kenya.

Many of the affected students are not able to perform well because of lack of concentration in

class. Worse still, the jigger-infested children, if not handled with care, risk contracting HIV and

AIDS due to sharing of unsterilized needles and pins used to remove the jiggers (Abuga, 2014).

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Other parents are engrossed in cultural practices that do not add value to the academic pursuit

of their children. For instance, early marriages, Female Genital Mutilation and early pregnancies

also play a role in contributing to absenteeism (Dabaso, 2000).

Households that are economically poor tend to encourage child labour which escalates the

problem of school absenteeism. According to child labour survey, Kenya has 1.3 million children

classified as child labour (GOK, 1999).

1.2 Statement of the Problem

Students who attend school consistently are likely to succeed in academics (Aden, Yahye and

Dahir, 2013). However, the problem of students’ absenteeism at the secondary school level of

education has turned out to be a critical issue in Kenya as observed by Ngatia and Nderitu

(2012). The seriousness of the problem of school absenteeism is well exemplified by a study

carried out by Bironga (2012) that established that many of the students who enroll in form one

secondary schools do not complete their studies within the prescribed minimum period and that a

significant number do not complete the cycle at all. This phenomenon has led to educational

wastage and this has been adduced to persistent absenteeism from school. This study therefore

intends to study the influence of this absenteeism to the academic performance of the secondary

schools concerned.

1.3 Research Questions

i. What are the environmental factors causing school absenteeism?

ii. What are the home factors causing school absenteeism?

iii. What are the school factors causing school absenteeism?

iv. What is the relationship between school absenteeism and academic performance?

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v. How can the phenomenon of school absenteeism be curtailed?

1.4. Scope and Delimitations of the Study

The study covered the influence of absenteeism on the academic performance of schools in

Budalang’i District. The study targeted both teachers and students as the main informants

because they are believed to have the information being sought for.

This study was carried out in Budalang’i District. The district was chosen because it is prone

to floods and high level absenteeism which are the main focus of this study. The Budalang’i area

of Kenya exhibits high levels of rural poverty despite its natural resources potential and

favourable climate. Floods are a recurrent environmental hazard and impede access to

environmental resources and agricultural production. The physical setting of Budalang’i at the

floodplain of Nzoia River and increased runoff from degraded catchments are contributory

factors to the flooding. Floods lead to disruption of human settlements and destruction of crops,

shelter, dykes and infrastructural facilities. Disease outbreaks also increase due to destruction of

sanitation facilities and relocation of settlements in makeshift camps (Onywere1 et al, 2011).

1.5. Significance of the Study

This study will be significant to the following categories of people:

1.5.1 Schools

The findings of this study will help the school to understand the role of absenteeism to the

academic performance and take the necessary steps to stem the problem

1.5.2 Ministry of Education

The Ministry of Education will benefit from the study by knowing the dangers of

absenteeism and therefore put the necessary policies to stem the problem from its root cause.

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1.5.3 Teachers

Teachers will be able to handle potential absentees and help them refrain from absenteeism.

1.6. Conceptual Framework

Orodho (2003) defines a conceptual framework as a model of presentation of relationship

between variables in the study. Conceptual framework can therefore be described as the road

map that the study intends to follow in the process of looking for answers to the problem at hand.

This study is based on the understanding that school absenteeism leads to poor academic

performance. The assumption is that absenteeism is caused by several factors that can broadly be

classified as: Home factors such as parents’ laxity, poverty, truancy; Environmental factors such

as floods, diseases and droughts; School factors such as harsh teachers, autocratic leadership and

bullying. All these factors are independent and they are presumed to negatively influence the

academic performance which is a dependent variable.

When parents fail to reign on their children in terms of making sure they attend school and

do assignments satisfactorily, such students are likely to abscond from school and are more

susceptible to playing truancy. Poverty may also make such students fail to acquire the

necessary learning resources including school fees. In this kind of scenario, the student is likely

to stay out of school for a long time. This will mean that such a student will not be able to

complete the syllabus, which will eventually lead to poor academic performance.

Similarly, there are environmental factors that are likely to unwillingly keep students out of

school. These environmental factors such as floods, diseases and droughts prevent students from

accessing school and are likely to lead to poor academic performance. There are also school

factors such as harsh teachers, autocratic leadership and bullying. These factors instill fear into

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Environmental FactorsFloodsDiseasesDrought

Causes of school absenteeismPoor Academic Performance

Independent Variables Dependent Variables

School factorsHarsh teachersAutocratic leadershipBullying

Home factorsParents’ laxityPovertyTruancy

students making them not to want to go to school. This eventually leads to poor academic

performance as such students end up missing what was taught in class.

Figure 1.1: Conceptual Framework

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1.7. Operational Definitions of Terms

Absenteeism: Failing to attend class or school either by a student.

Academic performance: Scoring good marks in examinations

Flood: Large masses of water capable of damaging lives and property.

School refusal: Refusing to attend school even after being persuaded and even

punished by parents and teachers.

School withdrawal: Students being absent from school on frequent basis due to their

parents’ needs and priorities.

Truancy: Persistent, habitual and unexplained absence from school.

1.8. Organization of the Study

This study is going to be organized into five major chapters. Chapter one, introduces the

study by giving the background of the study, the statement of the problem, the scope and

delimitation. It also lists the objectives and the research questions. It also addresses the

significance of the study, theoretical framework, and conceptual framework, definition of key

terms and organization of the study.

Chapter two of the study consists of the literature review and summary of the related the

study. Chapter three covers the research methodology, which tackles: design of the research, area

of study, population of the study, sample and sampling techniques, data collection instruments,

validation of the instruments, reliability of the instruments, data collection procedure, data

analysis and ethical considerations.

9

Chapter four presents the findings of the study and their interpretation. The sub-topics in this

chapter are organized according to research objectives. After the presentation, analysis and

discussion of the findings with regard to the research objectives will be given followed by the

summary of the findings. Chapter five covers the summary of the study, the conclusions,

recommendations and suggestions for further research.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews literature related to the influence of students’ absenteeism on academic

performance in public secondary schools in Budalang’i Sub-County, Busia County. The review

focuses on causes of school absenteeism which are broadly classified as home factors,

environmental factors and school factors. Literature related to the relationship between school

absenteeism and academic performance and the ways to curtail the absenteeism phenomenon

have been addressed. This chapter ends with a summary of the literature reviewed.

2.2 Causes of School Absenteeism

Cook and Ezenne (2010) define absenteeism as persistent, habitual and unexplained absence

from school. Keter (2015) simplifies the term further by describing it as the habit of staying

away from school without a genuine reason. Several reasons have been advanced for this kind of

behaviour. However, this study has grouped the causes of school absenteeism into three broad

categories, namely; home factors, environmental factors and school factors. Home factors are

those that emanate from home and they cause the student not to go to school. They may include:

laxity among parents, truancy behaviour by students and family poverty. Environmental factors

are natural calamities caused by weather changes and may include disasters such as floods,

diseases and drought. School factors are those that emanate from school and may include: harsh

teachers, autocratic school leadership and bullying.

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2.2.1 Home Factors causing Students’ Absenteeism

Cook and Ezenne (2010) noted that home factors that may keep a student away from school

include truancy, family events, excursions and helping family at home. They add that other

factors are health related and may include diseases such as respiratory infections, toothaches,

abdominal pains, headache and pains on legs or arms. This implies that when a student is

suffering from such illnesses, they are likely to stay away from school.

A study carried out by Musa (2014) on absenteeism and truancy on academic performance of

secondary schools students in Ogun State, Nigeria established that home based factors such as

peer group and poverty in families can contribute to school absenteeism. This implies that for

instance when there is a group of school dropouts loitering around in the village, a student who

associates with such dropouts is likely to be influenced by them and start refusing to go to

school. These views are echoed by those of Aden, Yahye and Dahir (2013) when they observed

that in addition to falling behind in academic matters , students who absentee themselves on

regular basis are likely to get into trouble with the law and cause problems in their communities.

Poverty in the family imply that parents may not be in a position to pay school fees, pay for

transport to and from school and provide other school necessities such as school uniforms and

stationery, thereby ending up keeping such students out of school.

Although the above two studies are pertinent to the problem at hand, they left a gap

mainly because they were carried out in a different geographical area and did not tacle the factors

contributing to school absenteeism. Musa’s study for instance dealt with the problem of truancy

in Nigerian secondary schools and not in Kenya and did not tackle the factors contributing to

absenteeism such as environment, home and school factors. Hence, geographically and subject

wise, these studies left a knowledge gap that needed to be filled. Aden and Dahir’s study was

12

also carried out in Somalia which is a different geographical area with its own unique

peculiarities. The study was also carried out at a university and not a secondary schools as is the

case with this study. Hence, this study which addresses absenteeism in secondary schools is still

very relevant.

Parents are known to be the primary contacts to their children. They therefore have the

primary duty to provide for their children in terms of shelter, food, clothes, security and

education. They have to ensure that their children attend school without fail unless there is a very

good reason to keep away from school. According to Mwali (2014), parents also have to provide

a conducive environment at home where the students can study and do assignments without

unnecessary interruptions. For instance, if such an environment is not provided, a student may

fail to do homework rendering him or her to fear going to school as this will attract the wrath of

the teachers.

Mwali’s views were echoed by a study conducted by Dhoal (2014) that established that there is a

relationship between low performance and low economic status of parents. Wealthy parents are

considered to be able to provide better educational support and high quality education and acts as

good role models for their children. Ultimately, by offering high quality education, such students

are likely to perform well academically. Unfortunately, parental level of income in Budalang’i

was found to be below average where most of the families (41.7%) depend on farming as a

source of livelihood (Wetaba, 2013). However, Mwali’s study focused on factors influencing

students’ performance in KCSE but did not address the issue of school absenteeism while

Dhoal’s study was more on factors that lead to poor performance in geography, and again did not

tackle the issue of absenteeism in secondary schools, which this study strived to address.

13

Some cultural practices practiced by some parents also spell doom to their children’s

education and future. This was evident in a study that was carried out by Dabaso (2000) on the

influence of cultural practices on student’s education in Kenya. It was a case study of primary

schools in Central Division of Marsabit District. The study was aimed at examining how early

marriages have influenced student’s education. The study established that some parents

encourage early marriages to their teenage daughters thereby curtailing their education and

ultimately their future. However, this study did not look at the influence of such cultural

practices on student absenteeism and hence, this study has embarked on addressing that issue to

fill in this knowledge gap.

According to Usoh (2015), cultural and traditional practices are still deeply rooted in many

African communities. One of such important practices is the rite of passage that is seen as crucial

in enabling teens move from childhood to adulthood. Among the Luhya communities in

Budalang’i, transition from childhood to adulthood is a very important rite often marked with

elaborate rites of passage. Through these rites, an individual earns his or her social identity in the

community. Once this qualification is achieved, the individual is compelled by a set of strict

social sanctions to perform these roles. Most of the rites of passage take the form of initiation

ceremonies, the most important being that of circumcision of boys and clitoridectomy for girls.

This normally takes place during the adolescence stage. Some students are known to skip school

to go and perform these rites and may end up dropping out of school altogether (Usoh, 2015).

However, Usoh’s study only addressed the challenges facing girls in co-educational day

secondary schools in Kenya but did not address the issue of absenteeism in secondary schools

and how it relates to academic performance. This study therefore has embarked on addressing

that knowledge gap.

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The family was reported also to play a role in absenteeism in terms of pampering students.

For instance, it was reported that students who get excessive pocket money from their families

are most likely to absent themselves from school since they need time to spend the money

(Eneza Education Ltd., 2015). Private couching was also given as a reason to keep away from

school. Flexible private couching encouraged by some parents could drive a number of students

away from the conventional school timetable, according to the report. This could explain the

phenomenon of homeschooling which is taking root in Africa. The report noted that diseases also

keep students out of class. Some diseases like asthma which requires attention and care as well

as an environment that is warm and not dusty could make students remain home. The report also

cited availability of entertainment spots as a cause of school absenteeism. According to the

report, accessibility of entertainment facilities like cinemas could divert attention of some

students from school (Eneza Education Ltd., 2015).

2.2.2 Environmental Factors causing students’ absenteeism

The literature review on environmental factors that causes absenteeism mainly focused on

floods and floods related factors such as diseases and crop failure leading to hunger.

Additionally, the role of drought on school absenteeism was also addressed.

Flooding has been regarded as one of the costliest and deadliest natural disasters on the

planet, affecting more people each year than any other disaster (Guiteras, Jina, Lopez, Mobarak

and Vargas, 2014). Floods can be defined as the stage or height of water above some given

datum such as banks of the normal channel. A flood occurs whenever a river overflows it banks

(Goudie, 2000). Floods have been described as one of the most common and costly natural

hazards causing death and widespread damage. The causes of floods are diverse. Bilham-Boult et

al. (2001) were more specific when they outlined six causes of floods which are: heavy rainfall,

15

saturated ground, rapid snowmelt, dam failure, deforestation and people building impermeable

concrete and tarmac surfaces in river basin thereby increasing surface run off and decreasing lag

time (Bilham-Boult et al, 2001).

Floods lead to loss of study time and absenteeism in schools. This results to interference with

learning; loss of learning and loss of contact hours as learning is halted. Subsequently, teachers

may not cover the syllabus within the stipulated period, lags behind in school work coverage and

perhaps poor performance in some schools can be attributed to this havoc. During heavy rains in

Budalang’i, the area is marred by learning interruptions. The school environment and the routes

leading to home become hazardous due to stagnant flood waters consequently leading to

persistent absenteeism of learners from schools (Masese et al, 2012).

Flood prone areas are also prone to low enrollments. A good number of learners especially

girls drop out of school for marriage or child labor as poverty escalate due to crop failure and or

washing away of crops by the floods. Students from flood prone areas are also likely to repeat

classes or even dropout of school altogether after missing out on subject coverage. Floods and

flood related factors cause loss of learning hours and exacerbate poverty. Other negative effects

are destruction of infrastructure and school structures and water borne diseases. It must be noted

that high absenteeism and low syllabus coverage are likely to lead to poor academic performance

(Masese et al, 2012).

Floods crisis also result in an increase in wastage due to student’s dropout and repetition.

Indeed many flood related factors contributed to repetition. It has been noted that there is high

absenteeism rates among learners during and after the floods as students help in the rice fields

and other kinds of farming activities such as ploughing using oxen, weeding and harvesting

16

eventually losing a lot of learning hours. It is also during this time that many of them are hired as

laborours in rice fields leading to absenteeism or school dropout. These learning distractions

result is poor academic performance, forcing the learners to repeat classes in subsequent years

(Masese et al, 2012).

The school environment and the routes leading home become hazardous due to stagnant

flood waters. This was found to create loss of learning hours further aggravating the repetition

levels. Continued absenteeism yields undesired results in learning, inadequate preparation and

consequently poor performance which in most cases contributed to repetition and dropout as a

result of poor motivation (Kwamboka, 2013).

During and after the flood disasters, families lack sufficient food, and in the processes

students are sent to engage in activities that can get them food. During such engagements, such

students do not attend schools leading to inconsistency in learning and eventually dropout.

During floods, schools are turned into emergency zones where the affected families camp

waiting to be assisted. Therefore, schools become refugee centres for the communities during

such times. These communities end up destroying learning facilities making such schools

unusable and interrupts teaching and raise the costs of repair to unimaginable levels (Masese,

Opiyo, Okayo and Ombui, 2012).

According to Kwamboka (2013), when there is flood, students always encounter difficulties

to go to schools because of road damages and having to travel across rivers. Mostly, they have to

catch a boat to study, which takes longer time and higher costs to reach schools. Such difficulties

could in turn lead to high absenteeism rate among poor students at the beginning of each

academic year. The most depressing effect of the floods is to be found in schools and the

17

students who try to make their way there. Going to school is a nightmare as students have to

either wade through flooded fields or board canoes that are dangerously rowed through the

raging river (Kwamboka, 2013).

Diseases are other environmental factors that cases absenteeism among secondary school

students. It has also been observed that during and after floods, people especially students and

children often suffer stomach ailments. The stagnant water exposes them to diseases such as

cholera, typhoid, bilharzias pneumonia and malaria. These ailments are likely to keep them out

of school. Moreover, classrooms, pathways, playgrounds and classrooms become waterlogged

with no appropriate places for them to study or play. These areas also become mosquito breeding

places leading to high vulnerability of the students to vector bone diseases. Malaria and cholera

are a health hazard in flood zones. Sick students are likely to stay away from school for a

considerable number of days. Even if they attend school, they are not likely to learn efficiently

when they are sick. This eventually culminates to class repetition, wastage of time, none

coverage of the syllabus and eventually poor academic performance (Masese et al, 2012).

In time of floods, teaching and learning resources are likely to be swept away. Schools are

also repository centers of important documents such as educational certificates that are as well

destroyed. It was also evident that frequent flood disasters leave the students orphaned,

psychologically disturbed and de-motivated due to the effect of disasters to their families. This

severely hampers students learning and achievement. During floods, families are forced to move

to higher grounds for safety. The Red Cross rescue teams pitch tents for the flood victims away

from flooded zones or in selected schools used as camping sites. The exposure of life in camps

could encourage immoral behavior among the teenagers leading to pregnancy and HIV/AIDS

infection (Masese, et al, 2012)

18

The floods crisis is not rescinding in the near future due to the ever changing climate change.

Hence, climate change will continue to cause more frequent severe weather and climate events

that will threaten sustainable development globally. Studies have demonstrated that about 90%

of all natural disasters that afflict the world are related to severe weather and extreme climate

events (GoK, 2010).

A study carried out by Opondo (2013) on loss and damage from flooding in Budalangi

District, Western Kenya looked at the coping strategies that households adopted. Among those

adaptations included construction of physical barriers to protect land and houses, diversification

of food and income sources to become less vulnerable to flooding, and permanent migration.

However, the study established that the existing coping and adaptation measures were not

effective enough to avoid loss and damage. The magnitude of the crisis was evident in December

2011, when River Nzoia broke its dykes and flooded the Budalangi flood plain, leaving massive

destruction in its wake. Crops washed away, livestock drowned, and houses and property were

destroyed. This was followed by an outbreak of water borne diseases such as cholera. Many

affected residents were moved to emergency camps set up by public and private organizations.

However, emergency assistance was inadequate and insufficient. The study established that the

community had to come up with coping mechanisms such as reliance on help from relatives,

engaging in extra income-earning activities to earn money to buy food, modification of food

consumption, sale of property and migration or relocation to higher grounds (Opondo, 2013).

Nevertheless, this study did not address the issue of students’ absenteeism and how it impacts on

the academic performance. Therefore there is knowledge gap that need to be filled.

When floods take place, Budalang’i people are said to normally sell their property which

reduces the asset base of households and makes them more vulnerable to the shocks of recurrent

19

floods. In particular, the sale of land is detrimental for long-term livelihood sustainability as

households who sell all or part of their land have less land at their disposal for crop production,

livestock keeping and other economic activities. This is important since most respondents own

small pieces of land (about 2.4 acres on average). As a result household which sell off portions

of their land are more likely to face food insecurity even in years when no floods or droughts

occur. For such households there is usually no way back, as they are unlikely to accumulate

money to buy back the land they sold. The other important property sold was livestock. The sale

of livestock not only reduced the asset base of households but also the opportunity to use animal

traction power for farming and to earn income from cultivating other people farms (Opondo,

2013).

Drought is another environmental factor causing students to stay out of school. For instance,

many children in North Eastern Kenya are staying out of school due to lack of food and water as

a result of prolonged drought. Education authorities in that region indicated that the problem of

school dropout is increasing by the day (IRIN Humanitarian News and Analysis, 2008)

A study carried out by Gitau (2013) on the impact of drought on primary schools learning in

Laikipia, Kenya established that frequent drought as a result of climate change exacerbated and

compounded the problem of provision of quality learning. The result of the study indicated that

draught contributed to absenteeism at 33%, truancy 17%, poor performance at 16% and school

transfers and dropout at 21%. This implies that where there is drought, school absenteeism

becomes a critical problem. Although Gitau’s study is very relevant to this study, it targeted

primary schools and not secondary schools. It also did not address other factors such as home

and school based factors and therefore, there is a knowledge gat that this study is going to fill.

20

Similarly, Misheck (2007) carried out a study on factors that contribute to absenteeism in

Kenyan pre-schools and found out that among others, drought causes malnutrition which keep

children out of school. The study recommended establishment of feeding programmes in schools

by the government to decreases cases of absenteeism. Although this study helped to shed some

light on the factors causing absenteeism, it did not address the relationship between absenteeism

and academic performance. Furthermore, it targeted pre-school kids and not secondary school

students which is the focus of this study.

2.2. 3 School factors that cause students’ absenteeism

Schools are meant to model the homes that learners come from. They should therefore

provide a sense of unconditional acceptance and love by the teachers as well as other learners.

However, some students remain fearful of harsh and cruel teachers who mistreat them leading to

absenteeism to escape from these mistreatments (Wanjama, Muraya and Gichanga, 2006).

According to Child Trends Databank (2014), chronic truancy which can be described as a the

frequent and unexcused absence from school and can be attributed to the undesirable outcomes

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

involvement, and criminal activity. Schools also take part of the blame for student absenteeism.

Poor school facilities have been cited as causing school absenteeism. Lack of libraries, sports

facilities is a hindrance to attendance of school among students according to a report by Eneza

Education Ltd. (2015). The report also cited poor teacher approach as another cause. The report

indicated that the approach used by teachers may not be understood by the student and this could

lead them to lose interest in school. Punitive attendance policy also plays a big role in

absenteeism too according to the report.

21

Another major cause of school absenteeism is the expulsion of pregnant girls from school

which end up exacerbating the problem by leading to dropping out of school. Drug abuse menace

is also a challenge especially to day scholars who have easy access to drugs on their way home

or from school. Students are likely to involve themselves in drug abuse when they approach

puberty. This is the age such teenagers are very curious to try and discover many things (Usoh,

2015).

Bullying of other students and rebellion in secondary schools is associated with adolescent

stage. Students who experience bullying are likely to keep off school. During the adolescent

stage students also suffer from Phobic Adolescence according to a report by Eneza

Education Ltd (2015). During this stage which is characterized by the growth of a teen, there is a

lot of fear developed as a result of physical changes of the body such as growth of pimples,

turbulent emotions among others. This was reported to scare teens away from school. These

sentiments are supported by Habaci, Kucuk, Erken, Cekic and Korkmaz (2013) when they noted

that teenagers start going through a rough period where they try to be independent and find their

identities. Their potential of committing crimes, resorting to violence, taking part in gang

activities and using drugs are relatively higher in this period. Chances of rebelling and refusing

to go to school around this period are therefore very high if such a student does not find a good

role model.

Another reason given by Eneza Education Ltd (2015) was lack of interest. Students may lack

interest in the study as a result of content that is difficult for them to grasp hence pushing them

away from school (Eneza Education Ltd, 2015). Lack of interest may also be caused by teachers

who absentee themselves either from school or class thereby giving students a good reason also

to stay away from school.

22

Teachers’ absenteeism may therefore encourage students to saty away from class.This view

is reinforced by a World Bank report that cites teachers’ absenteeism as one of the major

problems bedeviling public schools in Kenya. The report indicates that a fifth of the schools

surveyed have a school absence rate of between 20 to 40 per cent, while in a tenth of the schools

it is 40 per cent. Similarly, the new Service Delivery Indicators for Kenya reveals an even

grimier picture whereby, some teachers were found to report to school but do not attend classes.

For every 100 public school teachers, only 55 were present in class teaching and 27 were at

school but not teaching. This translates to an average teaching time of only two hours and 40

minutes out of five hours and 40 minutes official teaching in a day (Kamuri, 2013). With such

big numbers of teachers not attending classes, students are likely to follow suit as they may feel

being neglected in school.

2.4 Relationship between School Absenteeism and Academic Performance

Several studies have been carried out to try to establish the relationship between school

absenteeism and academic performance. For instance, according to a report by Eneza Education

Ltd. (2015), 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. These anti-social behaviors are likely

to impact negatively on the academic performance of such students.

Habaci et al.(2013) also relates performance with absenteeism when they observed that

absenteeism is an undesired student behavior which might arise from several factors such as

physical, psychological and social factors and might affect the academic success of a student in a

negative way. However, Habaci et al, (2013) did not address the issue of absenteeism and

23

academic performance as they only focused on the most common causes of absenteeism in 6th, 7th

and 8th grades in secondary education. Hence, there is a knowledge gap that needs to be filled by

this study to see the relationship between absenteeism and academic performance.

A study conducted by Aden, Yahye and Dahir (2013) on the relationship between student

attendance and academic performance in Simad University in Mogadishu established a strong

positive relationship between student’s attendance and academic performance. However, this

study was carried out in a university set up where students are known to have increased freedom

to either attend or not attend classes. Therefore, a similar study in a secondary school set up is

still very relevant.

A study carried out by Teixeria (2014) on the impact of class absenteeism on undergraduates’

academic performance in Portugal also established that absenteeism considerably lowers the

students’ final grade. This study was however carried out in a university set up and not a

secondary school one, which makes it different from this particular study. Another study that

established the relationship between school absenteeism and poor academic performance was

carried out by Mudavanhu (2014). The study was on the impact of flood disasters on child

education in Muzarabani District, Zimbabwe. It established that floods cause loss of learning

hours, loss of qualified personnel, outbreak of waterborne diseases, high absenteeism and low

syllabus coverage leading to children’s poor academic performance (Mudavanhu, 2014).

However, this study was carried out in Zimbabwe, a different geographical area and was not

carried out in a secondary school set up. Moreover, the subject scope was different from this

particular study. Hence, this study has a knowledge gap to fill in a secondary school set up.

24

2.5 How to Curtail the Phenomenon of School Absenteeism

According to a report by Eneza Education Ltd. (2015), absenteeism can be remedied by

providing adequate co-curricular activities to students. It could also be curbed by creating of

clubs and societies to keep students busy when they are out of class. Schools should strive to

have up to date learning facilities like libraries as well as sporting facilities to make students

enhance student retention (Eneza Education Ltd., 2015).

Musa (2014) carried out a study on absenteeism and truancy on academic performance of

secondary schools students in Ogun State, Nigeria. The study used survey research design. As a

way of curtailing the phenomenon of school absenteeism, the research suggested that parents

should guide their children and be of good morals while paying serious attention to financial and

material needs of their children. However, this study was carried out in a different geographical

area and mostly focused on truancy as a cause of absenteeism and did not address other factors

causing absenteeism.

Teixeria (2014) carried out a study on the impact of class absenteeism on undergraduates’

academic performance in Portugal and established that absenteeism considerably lowers the

students’ final grade and therefore recommended that a compulsory, though flexible attendance

policy should be established so as to improve students’ academic performance. This study

however left a knowledge gap as it was based in a university set up while this particular study is

based in secondary schools.

A study carried out by Okuom, Simatwa, Maureen and Wichenje (2012) suggested putting

in place several measures such as: building and repair of dykes to reduce floods in flood prone

areas so as to reduce loss of learning hours during floods; pitch tents for students in camps to act

25

as classrooms during floods to ensure continuity of schooling; review term dates so that school

calendar in flood prone areas fall during non-flood period; ensure there is equitable distribution

of funds for infrastructural development; initiate school feeding programmes in order to reduce

educational wastage due to hunger and malnutrition; Government to declare flood prone areas

hardship zone so that teachers are paid hardship allowance to ease understaffing; put more

boarding schools is safer places and launch school-health and nutrition programmes in schools

(Okuom et al, 2012). However, Okuom et al did not address the relationship between

absenteeism and academic performance and did not tackle other factors causing absenteeism

apart from floods, which this study addresses.

A study carried out by Ngatia and Nderitu (2012) on students’ absenteeism and its effects on

academic performance in Nyandarua recommended that teachers should guide and counsel

students who are consistently absent from school on the importance of school attendance. The

study also recommended that the government should provide bursary to the needy students while

parents should be sensitized on the negative effect of school absenteeism on academic

performance. However, Ngatia and Nderitu’s study did not address factors causing absenteeism,

a gap that this study has tried to fill.

Cook and Ezenne (2010) recommends having school feeding programs in order to alleviate

short term hunger in schools and therefore increase the time students spend in school, with the

aim of improving the academic performance. In support of these views was a study carried out

by Komakech and Osuu (2014) on student absenteeism in Uganda. The study recommended that

parents should understand their responsibility; government should reduce taxes on school

materials; or provide them free; it should also improve household income and should support

school feeding programs; Introduce open schooling system and hold schools accountable for

26

improving attendance. Although Cook and Ezenne’s study illuminates on what needs to be done,

it did not address the issue of absenteeism and academic performance as it concentrated on

factors influencing students absenteeism in primary schools in Jamaica. This particular study

addresses the absenteeism situation in secondary schools.

2.5 Summary of Literature Review and analysis of knowledge gap

From the reviewed literature, the problem of absenteeism has been described as critical as it

impacts negatively on the teaching and learning process leading to a lot of wastage. Students take

long to finish school as others totally fail to finish. Several factors have been found to cause

absenteeism. They have been broadly categorized into home factors, environmental factors and

school factors.

Various empirical studies were reviewed in order to have a better understanding of the

problem of students’ absenteeism and its incidence on academic performance. Though the

studies reviewed have provided valuable insights about the influence of absenteeism on

academic performance, they also brought to light many gaps that the present study endevoured to

close. The gaps were mostly related to the research designs used, the instruments for data

collection, the variables considered, the research participants and the location of the study. Some

studies were carried out in a different location and have different variables from the current study

(Musa, 2014) while others carried out a research in the same location about the impact of flood

on absenteeism without relating it to academic performance (Opondo,2013). Moreover, some

studies only targeted primary school pupils (Gitau 2013 & Misheck , 2007) while the present

study dealt with secondary school students. Specifically, this particular study is based in a flood

prone area which is different from most of the studies reviewed. Additionally, although the

reviewed literature has identified other factors related to school absenteeism, the most unique

27

aspect of this study is the connection between absenteeism and academic performance in

secondary schools in Budalang’i. These differences make this study unique and therefore

desirable.

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CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

The purpose of research design is to provide a clear plan that will be used to generate

answers required for this research. This chapter covers the various methods that were used in

carrying out this study. It covers important areas of the study such as research design, target

population, location of the study, sample size, sampling procedure, and description of the

instruments for data collection, data analysis, validation, reliability and ethical considerations.

3.2 Research Design

Research design can be defined as a plan that is used to generate answers to the research

problem (Orodho, 2003). Research design is therefore the scheme that the researcher follows

when carrying out a research. This study used descriptive design that has been described by

Ogula (2005) as being able to allow for proper gathering of information, summarize it, present

and analyze it in a way that makes sense to a user. Specifically, the study used survey method

which, according to Leedy and Ormrod (2010) involves acquiring information such as

characteristics, opinions, attitudes or experiences about one or more groups of people.

3.3. Population of the Study

A population is defined as a complete set of individual, cases or objects with some common

observable characteristics (Kamau, Githi, and Njau, 2014). The target population for this study

was drawn from secondary schools in Budalang’i Sub-County. The area was chosen because of

high rates of school absenteeism and being a flood prone area and therefore all the variables

necessary for this research study were present. Respondents were drawn from both students and

29

teachers. The researcher opted for this composition of respondents because they are the

informants for this research and are expected to provide the required information.

3.4 Description of Sample and Sampling Procedure

3.4.1 The Sample Size

A sample is a set of respondents selected from a large population for the purpose of survey

(Robson, 2012). Therefore, a sample is used to make generalization of the characteristics being

investigated within the target population. Stratified sampling was used to sample only secondary

schools in the flood prone area of Budalang’i Sub County. The sample for this study was drawn

from students and teachers in Budalang’i Sub-County.

A (30%) of the target population was used as recommended by Bell (2010). This sample was

randomly sampled to represent the target population. The study adopted probability-sampling

procedures in order to ensure an equal, known and non-zero chance in selecting the participants.

The sample size and sampling procedure is explained in Table 3.1 below:

Table 3.1: Sample size

Secondary

Schools

Students’

Population

30% Sample

Size

Teachers Total

Sample

size

School A 130 38 4 43

School B 120 36 4 40

School C 90 27 4 31

Total 340 101 12 113

30

According to Table 3.1 above, three schools with a student population of 340 were sampled.

Out of 340 students, a (30%) sample was calculated to give 101 student participants. The three

schools produced 4 teachers each who were sampled using stratified sampling to come up with a

sample of 12 teacher respondents in total. Therefore, the total number of the respondents were

113 participants.

3.4.2 Sampling Procedure

Sampling procedure is a process of selecting a number of individuals for a study in such a

way that, the individuals selected represent the large group from which they were selected

(Kamau, Githi, and Njau, 2014). The study therefore applied stratified and simple random

sampling methods to come up with the target population. Probability sampling was used to come

up with the students that participated in this study. This was done using random sampling to

ensure that each unit in the population had an equal chance of being selected. Before distributing

the questionnaires, the researcher divided boys and girls in strata according to their classes.

Students in each stratum were numbered and the numbers written on small pieces of paper and

put in different containers. Using simple random sampling, the required number of students were

picked from each stratum. Teachers were drawn from the schools under study using stratified

sampling method.

3.5 Description of Research Instruments

Research instruments are data collection tools such as the questionnaires and interview

guides, observations among others that a researcher uses to collect data scientifically (Kamau,

Githi, and Njau, 2014). However, the study only used questionnaires. Kasomo (2007) defines a

questionnaire as a carefully designed instrument for collecting data directly from the people. The

31

questionnaires helped the researcher to assess information from teachers and students and be able

to summarize the data obtained in the field.

3.5.1 Questionnaires for Students

The questionnaire for students was subdivided into six sections: Section A of the students’

questionnaire sought background information of students; Section B sought information on the

environmental causes of school absenteeism, Section C sought information about the home

factors that causes absenteeism, section D addressed school factors that cause absenteeism,

Section E addressed the relationship between school absenteeism and academic performance,

while Section F sought information about ways of curtailing the absenteeism phenomenon in

secondary schools. Mixtures of closed and open-ended questions were used in order to create

room for free expressions.

3.5.2 Questionnaire for Teachers

The researcher also administered questionnaires to teachers. Similarly, the questionnaire for

teachers was subdivided into six sections: Section A of the students’ questionnaire sought

background information of students; Section B sought information on the environmental causes

of school absenteeism, Section C sought information about the home factors that causes

absenteeism, section D addressed school factors that cause absenteeism, Section E addressed the

relationship between school absenteeism and academic performance, while Section F sought

information about ways of curtailing the absenteeism phenomenon in secondary schools.

Mixtures of closed and open-ended questions were used in order to create room for free

expressions.

32

3.6 Validity and Reliability of the Research Instruments

3.6.1. Validity of the Research Instruments

According to Robson (2012) validity refers to whether or not, something actually measures

what it claims to measure. Similarly, Mugenda & Mugenda (2003) defines validity as the degree

to which results obtained from the analysis of the data actually represents the phenomena under

study. Therefore, accuracy or truthfulness of the measurement is essential. To ensure content

validity, the researcher submited the questionnaires for scrutiny and review by experts in the

Department of Education at Marist International University College. After ascertaining the

validity of the questionnaires from the experts, the researcher made copies and carried out

piloting with four teachers and 10 students. This helped the researcher to identify any ambiguous

and unclear items in the questionnaires and rephrase them for clarity.

3.6.2 Reliability of the Research Instruments

According to Bell (2010), reliability refers to the extent to which a test or procedure produces

the similar results under constant conditions on all occasions. To make sure that the

questionnaires are reliable, the researcher piloted the questionnaires in one secondary school that

is not part of the study. The test-retest technique wwas used to assess reliability whereby, the

same questionnaires was administered twice to the same group of participants after one week to

see whether responses would be similar. Any errors identified were corrected before

commencement of the actual data collection exercise.

3.7 Data Collection Procedures

The researcher systematically followed the recommended data collection procedures. To

begin with, the research authorization letter was sought from the Deputy Principal Academics at

33

Marist International University College. This letter was obtained a week before the data

collection exercise. Any other authorization that was required was sought around this time. The

letter was presented to the authorities of the secondary schools under study. Upon being granted

permission to carry out data collection, the researcher prepared to start data collection exercise in

the next few days.

The researcher visited the secondary schools in person, met the respondents and made

introductions. The researcher made introductions to assure the respondents of the confidentiality

of any information they provided and even requested them not to write their names on the

questionnaire forms. It is at this point that the researcher administered the questionnaires and

collected them immediately to minimize cases of unanswered questionnaires. However, some

questionnaires had to be collected afterwards. The collected questionnaires were then sorted out

ready for data analysis.

3.8 Data Analysis techniques

According to Kombo & Tromp (2006), data analysis refers to examining the collected data in

a survey in order to make deduction and an inference. Data analysis therefore is an exercise that

involves analyzing and interpreting data collected from the field to make it more meaningful to a

user. The data was analyzed using the Statistical Package for Social Sciences (SPSS) and

presented using graphs, charts, tables and texts.

3.9 Ethical Considerations

Ethics is concerned with morality and standards of conducting a research (Kamau, Githi &

Njau, 2014). According to Creswell (2009), ethics is a branch of philosophy which deals with

one’s conduct and serves as a guide to one’s behavior. The researcher therefore strived to adhere

34

to all the ethical procedures required in a research of this nature. For instance, an official

permission to carry out this research was sought from the relevant authorities. The respondents

were also be given the right to either to participate or not, hence their consent was sought.

Respondents’ names remained confidential. Similarly, the researcher acknowledged all the

sources of information consulted to avoid plagiarism and finally, the researcher made

commitments not to use the study for any other purposes other than the academic one.

35

CHAPTER FOUR

DATA PRESENTATIONS, INTERPRETATION AND DISCUSSION OF FINDINGS

This chapter analyses, presents, interpret and discusses data findings. The study sought to

establish the “Influence of students’ absenteeism on the academic performance in public

secondary schools in Budalang’i Sub-County, Busia County.”. The data analysis was based on

the research questions of the study. Data collected from the field were presented and analyzed

using frequency tables, pie charts and texts.

4.1 Distribution of Questionnaires and the Return Rate

The Table 4.1 below presents the number of respondents who participated in the study.

Table 4.1: Questionnaire Distribution

Respondent Type Targeted Questionnaires Returned Questionnaires

Frequency % Frequency %

Students 102 100 101 99

Teachers 12 100 12 100

Total 114 100 113 100

Table 4.1 above shows that a total of 114 questionnaires were distributed but one hundred

and thirteen were returned. Out of one hundred and two student questionnaires distributed,

(99%)were returned and out of 12 teacher questionnaires distributed, (100%) were returned.

Therefore, the participation rate can be described as high which contributed positively to the

success of this study.

36

4.2 Demographic Information of the Participants

Respondents were asked to provide their demographic details in terms of gender, age, class,

work experience and academic qualification.

4.2.1 Gender Distribution of the Respondents

The respondents were asked to indicate their gender and they responded as shown in Table

4.2 below:

Table 4. 1: Gender Distribution of Teacher and Student Participants

Respondents Students % Teachers %

Male 45 45 8 67

Female 56 55 4 33

Total 54 100 12 100

From Table 4.2 above, (67%) of teacher participants were males and (33%) were females.

Similarly, (45%) of student participants were males while (55%) were females. Therefore, male

teachers outnumbered their female counterparts, while female student participants outnumbered

male students. However, this disparity had no negative effect on the outcome of the study.

Hence, one can safely say that both genders were well represented.

4.2.2 Age Distribution of the Respondents

The study sought to establish the age of the respondents. Tables 4.3 and 4.4 below represent

those findings.

37

Table 4.3: Age Distribution of Students

Students

Age Frequency %

15-20 92 91

21-25 9 9

Total 101 100

Table 4.3 above shows that(91%) of student participants were in the age bracket of 15-20

years while (9%) were in the age bracket of 21-25 years. Hence, the majority of student

participants were between ages 15 – 20 years.

Table 4.4: Age Distribution of Teachers

Teachers

Age Frequency %

20-25 8 66

26 –30 2 17

31 – 40 2 17

12 100

From Table 4.4 above, the majority of teacher participants were in the age bracket of 20-25 at

(66%), followed by those in ages 26 – 30 and 31-40 respectively at (17%) each. This is an

indication that most of the teachers are young and probably inexperienced to teach and handle

adolescent students who are delicate in terms of discipline.

38

4.2.3 Distribution of Academic Qualification of Teachers

The study sought to establish the academic qualification of the teacher respondents. Their

responses are presented in Figure 4.1 below.

Figure 4.1: Academic Qualification

Degree67%

Diploma17%

Masters8%

Others8%

Academic Qualification

From Figure 4.1 above,(67%) of the teacher respondents had degree, (17%) had diploma, (8%)

had masters and (8%) had other kind of qualifications. From these readings, it is evident that the

majority of teachers were qualified to teach in secondary schools.

4.2.4 Class Distribution of Students

The study had deliberately opted to make use of form three and four participants owing to

their perceived experience in the school life, having spent more years as compared to those in

form one and two. Their responses are presented in Table 4.5 below.

39

Table 4.5: Class Distribution of Students

Class Frequency %

Form 3 48 48

Form 4 53 52

Total 101 100

From Table 4.5 above, most of the student participants were drawn from Form 4 at (52%)

followed very closely by those from Form 3 at (48%). This is an indication that both classes were

well represented. This augers well for this study as opinions from the two targeted classes was

received almost on equal measure.

4.2.5 Teaching Experience

The study sought to establish the teaching experience of teachers by requesting them to indicate

the number of years they had taught. Their responses are presented in Table 4.6 below:

Table 4.6: Teaching experience

Years Frequency %

1-5 10 83

6-10 2 17

Total 12 100

From Table 4.6 above,( 83%) of teachers respondents had taught for 1-5 years and (17%) had

taught for 6-10 years. This readings implies that majority of teachers do not have adequate

teaching experience. This is validated by the findings in Table 4.4 that indicated that most

40

teachers are young at the age of 20 -25 years. Lack of adequate teaching experience is likely to

have a negative effect on academic performance.

4.3 Environmental Factors Causing Students’ Absenteeism in Secondary Schools in

Budalang’i Sub County

Both student and teacher respondents were asked to indicate their level of agreement using a

Likert scale with the following parameters: Strongly Agree (SA); Agree (A); Undecided (U);

Disagree (D) and Strongly Disagree (SD). Their responses are shown in the following tables:

Table 4.7: Students’ Responses on Environmental Factors Causing Student Absenteeism

STATEMENTS SA % A % U % D % SD %

Many students miss classes during

rainy season

31 30 38 38 3 3 20 20 9 9

Student absenteeism is high when

school is far from tarmac roads

10 10 17 17 8 8 32 32 34 33

Many students miss classes due to

illnesses caused by cold

21 20 43 43 3 3 24 24 10 10

Students miss classes due to

hunger as a result of drought

16 16 38 37 12 12 12 12 23 23

Floods make families move away

from homes hence making students

miss schools

74 73 18 18 2 2 1 1 6 6

Table 4.8: Teachers Responses on Environmental Factors Causing Student Absenteeism

41

STATEMENTS SA % A % U % D % SD %

Many students miss classes during

rainy season

1 8 8 67 0 0 3 25 0 0

Student absenteeism is high when

school is far from tarmac roads

3 25 4 33 0 0 4 33 1 8

Many students miss classes due to

illnesses caused by cold

4 33 4 33 1 8 2 17 1 8

Students miss classes due to

hunger as a result of drought

2 17 8 67 0 0 2 17 0 0

Floods make families move away

from homes hence making students

miss schools

7 58 3 25 1 8 0 0 1 8

From Tables 4.7 and 4.8 above, when both students and teachers were asked whether many

students miss classes during rainy season, (30%) of students strongly agreed, (38%) agreed, (3%)

were undecided, (30%) disagreed and (9%) strongly disagreed. Hence, the majority of students

are of the opinion that many students miss classes during rainy season. Similarly, (67%) of

teachers agreed with the statement, 8 strongly agreed while (25%) disagreed. Therefore, for both

students and teachers majority of them showed some kind of agreement to the effect that many

students miss classes during rainy season. This is in agreement with the findings of Kwamboka

(2013) who established that although the Kenyan education sector consumes about (30%) of

public expenditure, 1.8 million children are still out of school due to calamities such as floods,

droughts and conflicts which have had devastating effects on formal and informal education

Both students and teachers were asked whether students absenteeism is high when school is

far from tarmac roads. The majority of students (33%) strongly disagreed, (32%) disagreed and

(8%) were undecided. Those who agreed were (17%) and those who strongly agreed were (10%).

42

Hence, going by the majority, most of the student respondents did not agree that student

absenteeism is high when school is far from tarmac roads. For the teacher respondents, majority

at (33%) agreed and (25%) strongly agreed. However, (33%) disagreed and (8%) strongly

disagreed. Going by the majority, most teachers were of the opinion that students absenteeism is

high when school is far from tarmac roads. Therefore, opinion was divided between the two sets

of respondents. Teachers’ views are supported by those of Teasley (2004) that established that

weather issues could contribute to a student not being able to leave their homes. Hence,

inaccessible roads could affect transportation of students to and from school.

On whether many students miss classes due to illnesses caused by cold, the majority of

students at (43%) agreed and (20%) strongly agreed while (24%) disagreed, (10%) strongly

disagreed and (3%) were undecided. For the teacher respondents, majority at (33%) strongly

agreed and (33%) agreed while (17%) disagreed and (8%) strongly disagreed and( 8%) were

undecided. Hence, the majority of both students and teachers had a common stand to the effect

that many students miss classes due to illnesses caused by cold. This is an indication that cold is

one of the environmental factors causing absenteeism among schools in Budalang’i. These views

are validated by those of Chan, Piira and Betters (2009) when they attributed diseases to

increased student absenteeism.

On whether students miss classes due to hunger as a result of drought, the majority of

students at (37%) agreed and (16%) strongly agreed, (23%) strongly disagreed, (12%) disagreed

and 12% were undecided. For the teachers, the majority (67%) agreed 17% strongly agreed and

(17%) disagreed. Hence, the majority of the respondents both students and teachers were of the

opinion that students miss classes due to hunger as a result of drought. This is an indication that

drought is another environmental factor that causes students to miss school. These findings are

43

validated by those of Kipkemboi and Silsil (2006) who found out that drought and famine often

make students miss school.

Both students and teachers were asked whether floods make families move away from

homes hence making students miss schools. On one hand, the majority of students at (73%)

strongly agreed, (18%) agreed while

( 6%) strongly disagreed, (1%) disagreed and

(2%) were undecided. On the other hand, majority of teachers at (58%) strongly agreed, (25%)

agreed, while (8%) were undecided and (8%) strongly disagreed. Hence, majority from both sets

of respondents were of the opinion that floods make families move away from homes hence

making students. These findings are supported by those of Kwamboka (2013) who found out that

as many as 1.8 million children are kept out of school due to calamities such as floods.

4.4 Home factors causing students’ absenteeism in Secondary Schools in Budalang’i Sub

County

Both student and teacher respondents were asked to indicate their level of agreement using a

Likert scale with the following parameters: Strongly Agree (SA); Agree (A); Undecided (U);

Disagree (D) and Strongly Disagree (SD). Their responses are shown in the following tables:

Table 4.9: Students Opinion on Home Factors Causing AbsenteeismSTATEMENTS SA % A % U % D % SD %

Many students miss classes due to 42 41 23 23 2 2 20 20 14 14

44

cultural factors such as early

marriages and circumcisions.

Some parents do not make efforts

to get their sons and daughters

back to school

32 31 35 35 11 11 13 13 10 10

Lack of school necessities such as

stationery and sanitary towels keep

students away from school

26 25 37 37 6 6 10 10 22 22

Many students miss classes due to

lack of school fees

90 89 8 8 1 1 0 0 2 2

Household chores keep some

students away from school

13 12 44 44 10 10 17 17 17 17

Table 4.10: Teachers' Opinion on Home factors Causing AbsenteeismSTATEMENTS SA % A % U % D % SD %

Many students miss classes due to

cultural factors such as early

2 17 7 58 2 17 1 8 0 0

45

marriages and circumcisions.

Some parents do not make efforts

to get their sons and daughters

back to school

3 25 7 58 0 0 2 17 0 0

Lack of school necessities such as

stationery and sanitary towels keep

students away from school

2 17 5 42 1 8 2 17 2 17

Many students miss classes due to

lack of school fees8 67 4 33 0 0 0 0 0 0

Household chores keep some

students away from school3 25 4 33 1 8 4 33 0 0

Asked whether many students miss classes due to cultural factors such as early marriages and

circumcisions, Tables 4.9 and 4.10 shows that majority of student respondents at (41%) strongly

agreed,(23%) agreed and (2%) were undecided while

(20%) disagreed, (14%) strongly disagreed and (2%) were undecided. On the part of the

teachers, (58%) agreed with the statement, (17%) strongly agreed, (17%) were undecided while

(8%) disagreed. Hence, majority of both students and teachers agree that many students miss

classes due to cultural factors such as early marriages and circumcisions. This implies that there

are some cultural factors that causes absenteeism among secondary school students in Budalang’i

Sub-County. These findings are validated by those of Usoh (2014) who had established that

some parents are engrossed in cultural practices that do not add value to the academic pursuit of

their children, such as early marriages, Female Genital Mutilation and early pregnancies that

play a role in contributing to school absenteeism.

From Tables 4.9 and 4.10, respondents were asked to rate the statement that ‘some parents do

not make efforts to get their sons and daughters back to school.’ For the student respondents,

46

(35%) agreed with the statement and (31%) strongly agreed. On the other side of the spectrum,

(13%) of students disagreed and( 10%) strongly disagreed while (11%) were undecided. Hence,

the majority of the students are of the opinion that some parents do not make efforts to get their

sons and daughters back to school. Similarly, (58%) of the teacher respondents agreed and (25%)

strongly agreed, while (17%) disagreed. Therefore, going by the majority, both students and

teachers were of the opinion that some parents do not make efforts to get their sons and

daughters back to school. These views are supported by those of Reid (2005) that indicated that

factors such as parentally condoned absence such as not valuing education, domestic problems,

inadequate parenting and economic deprivation plays a large role in absenteeism among

students.

Based on Tables 4.9 and 4.10, when the respondents were asked whether lack of school

necessities such as stationery and sanitary towels keep students away from school, (37%) of

student respondents agreed and (25%) strongly agreed. Those who strongly disagreed were

(22%) and those who disagreed were (10%), while those who were non committal were (6%).

Teacher respondents who agreed were (42%) and (17%) strongly agreed while (17%) disagreed

and (17%) strongly disagreed and(8%) were undecided. These findings reveal that the majority

of students and teachers are of the opinion that lack of school necessities such as stationery and

sanitary towels keep students away from school. These views are supported by those of Eneza

Education Ltd. (2015) that observed that poor school facilities contributes to school

absenteeism.

On whether many students miss classes due to lack of school fees, Tables 4.9 and 4.10 shows

that (89%) of student respondents strongly agreed and (8%) agreed. Only (2%) strongly

disagreed and (1%) were undecided. Similarly, (67%) of teachers strongly agreed and (33%)

47

agreed. Hence, the overwhelming majority of the respondents from students and teachers support

the opinion that many students miss classes due to lack of school fees. This is an indication that

school fees is a major challenge to many students in Budalang’i. These views are supported by

those Musa (2014) who found out that absenteeism among secondary school students in Ogun

State, Nigeria was partly caused by poverty in families that make them fail to pay school fees on

time

In reference to Tables 4.9 and 4.10, when student and teacher respondents were asked

whether household chores keep some students away from school, (44%) of students agreed and

(12%) strongly agreed while (17%) strongly disagreed and (17%) disagreed while (10%) were

undecided. Teacher respondents who agreed were (33%) and (25%) strongly agreed while (33%)

disagreed and (8%) were undecided. Hence, the majority of student and teacher respondents

believes that household chores keep some students away from school. This is an indication that

some parents do not value the education of their children that much. These findings are

collaborated by those of Postiglione, Jiao and Gyatso (2006) that established that household

labour affected school attendance making such students miss school.

4.5 School Factors causing Students’ Absenteeism in Secondary Schools in Budalang’i Sub-

County

Both student and teacher respondents were asked to indicate their level of agreement using a

likert scale with the following parameters: Strongly Agree (SA); Agree (A); Undecided (U);

Disagree (D) and Strongly Disagree (SD). Their responses are shown in the following tables:

Table 4.11: Students on School FactorsSTATEMENTS SA % A % U % D % SD %

Some students fear harsh teachers 35 34 45 45 6 6 11 11 4 4

48

to the extent of missing classes

Lack of adequate teaching and

learning resources may discourage

students to go to school

24 23 30 30 10 10 20 20 17 17

Teachers’ absenteeism influences

students to miss school

10 9 25 25 12 12 29 29 25 25

Bullying is a major cause of

absenteeism in secondary schools

12 11 7 7 9 9 31 31 42 42

Strict school rules keep some

students away from classes

23 22 41 41 3 3 21 21 13 13

Table 4.12 Teachers on School Factors

STATEMENTS SA % A % U % D % SD %

Some students fear harsh teachers

to the extent of missing classes

3 25 4 33.3 1 8 4 33.3 0 0

Lack of adequate teaching and

learning resources may discourage

students to go to school

3 25 5 42 2 17 2 17 0 0

Teachers’ absenteeism influences

students to miss school

2 17 2 17 0 0 4 33.3 4 33.3

Bullying is a major cause of

absenteeism in secondary schools

2 17 0 0 0 0 8 67 2 17

49

Strict school rules keep some

students away from classes

2 17 3 25 0 0 2 17 5 42

From Tables 4.11 and 4.12, respondents were asked whether some students fear harsh

teachers to the extent of missing classes. The majority of students at (45%) agreed and (34%)

strongly agreed, (11%) were undecided and (11%) disagreed and (4%) strongly disagreed.

Similarly, the majority of teachers at (33.3%) agreed and (25%) strongly agreed, while (33.3%)

disagreed and (8%) were undecided. Hence, going by the majority of the respondents, it is

evident that many students fear harsh teachers to the extent of missing classes. These findings are

supported by those of Wanjama, Muraya and Gichanga (2006) who also established that some

students remain fearful of harsh and cruel teachers who mistreat them leading to absenteeism to

escape from these mistreatments.

On whether lack of adequate teaching and learning resources may discourage students to go

to school, (30%) of student respondents agreed and (23%) strongly agreed. However, (20%)

disagreed, (17%) strongly disagreed while (17%) were undecided. Likewise,( 42%) of teacher

respondents agreed and (25%) strongly agreed while (17%) disagreed and (17%) were

undecided. Hence, majority of respondents are of the opinion that lack of adequate teaching and

learning resources may discourage students to go to school. These views are collaborated by

those of Eneza Education Ltd. (2015) that had observed that lack of adequate teaching and

learning resources including facilities such as libraries and sports facilities is a hindrance to

attendance of school among students.

Asked whether teachers absenteeism influences students to miss school, majority of students

at (29%) disagreed, (25%) strongly disagreed while (25%) agreed and (9%) strongly agreed.

Those undecided were (12%). Similarly, the majority of teachers at (33.3%) strongly disagreed

50

and (33.3%) disagreed. Hence, among students and teachers alike, the majority are of the opinion

that teachers absenteeism does not influence students to miss school. This implies that teacher

absenteeism is not critical in the schools under study. These findings contradict those of Kamuri

(2013) who had observed that a big number of teachers were not attending classes in public

schools.

When the respondents were asked to rate the statement that ‘Bullying is a major cause of

absenteeism in secondary schools,’ (42%) of students strongly disagreed, (31%) disagreed and

(9%) were undecided. Those who strongly agreed were (11%) and (7%) agreed. Equally, (67%)

of teachers disagreed, (17%) strongly disagreed while (17%) strongly agreed. Going by the

majority, there is overwhelming evidence to the effect that bullying is not a major cause of

absenteeism in secondary schools under study. This implies that bullying is not a critical problem

in the schools under study. These findings contradicts those of Swearer, Espelage, Vaillancourt

and Hymel (2010) who were of the view that bullying is a significant predictor of student

absenteeism in high school level.

As shown in Tables Tables 4.11 and 4.12, the majority of students at (41%) agreed that

strict school rules keep some students away from classes, while (22%) strongly agreed. Those

who disagreed were (21%) and those who strongly disagreed were (13%). For the teachers, the

majority (42%) strongly disagreed and (17%) disagreed. Hence, opinion was divided between

students and teachers where majority of students supported the statement while the majority of

teachers did not support the statement. This could be understood from the different perspectives

that each side tried to look at the issue. Teachers were probably trying to protect the school

administration while students were trying to portray it negatively. However, Roberts, Zang,

Truman and Synder (2012) support student views when they observed that school rules,

51

including adversarial relationships with education professionals is widely recognized as a

significant factor in school absenteeism as manifested through school avoidance behaviours.

4.6 Relationship between student absenteeism and academic performance in Budalang’i

Sub County

Both student and teacher respondents were asked to indicate their level of agreement using a

Likert scale with the following parameters: Strongly Agree (SA); Agree (A); Undecided (U);

Disagree (D) and Strongly Disagree (SD). Their responses are shown in the following tables:

Table 4.2: Students’ opinion on Relationship between Absenteeism and Academic Performance

STATEMENTS SA % A % U % D % SD %

Students’ poor academic

performance is as a result of

absenteeism

45 44 35 35 2 2 10 10 9 9

Absenteeism does not cause

students to repeat classes

7 6 14 14 6 6 38 38 36 36

Students who absent themselves do

not complete school in time

35 34 33 33 4 4 20 20 9 9

Absenteeism does not lead to

school dropout

6 5 14 14 4 4 31 31 46 46

52

Absenteeism make students miss

classes leading to poor academic

performance

82 81 14 14 0 0 2 2 3 3

Table 4.3: Teachers' opinion on Relationship between Absenteeism and Academic PerformanceSTATEMENTS SA % A % U % D % SD %

Students’ poor academic

performance is as a result of

absenteeism

5 42 8 67 0 0 1 8 0 0

Absenteeism does not cause

students to repeat classes

2 17 1 8 0 0 5 42 4 33

Students who absent themselves do

not complete school in time

4 33 6 50 0 0 1 8 1 8

Absenteeism does not lead to

school dropout

0 0 3 25 1 8 4 33 4 33

Absenteeism make students miss 9 75 3 25 0 0 0 0 0 0

53

classes leading to poor academic

performance

Based on Tables 4.13 and 4.14, on whether students’ poor academic performance is as a

result of absenteeism, majority of students (44%) strongly agreed, (35%) agreed while (10%)

disagreed, 9% strongly disagreed and (2%) were undecided. Likewise, majority of teachers at

(67%) agreed and (42%) strongly agreed. Hence, most of the respondents were of the opinion

that students’ poor academic performance is as a result of absenteeism. This implies that

absenteeism contributes to poor academic performance.

On the assumption that absenteeism does not cause students to repeat classes, the majority

(38%) of students disagreed and (36%) strongly disagreed while (14%) agreed and (6%) strongly

agreed. Similarly, the majority of teacher respondents at (42%) disagreed, (33%) strongly

disagreed while (17%) strongly agreed and (8%) agreed. Hence, the majority of the student and

teacher respondents are of the opinion that absenteeism causes students to repeat classes. This

implies that absenteeism causes poor academic performance as already established in 5.6.1

above.

On whether students who absent themselves do not complete school in time, 34% of students

strongly agreed, (33%) agreed while (20%) disagreed and (9%) strongly disagreed. On the same

item, 50% of teachers agreed, (33%) strongly agreed while (8%) strongly disagreed and (8%)

agreed. From both student and teacher respondents, it is evident that students who absent

themselves do not complete school in time.

Asked to comment about the statement that ‘Absenteeism does not lead to school dropout,’

majority of students at (46%) strongly disagreed and (31%) disagreed while (14%) agreed and

54

(5%) strongly agreed. Equally, (33%) of teachers strongly disagreed, (33%) disagreed while

(8%) were undecided. Hence, both students and teachers were of the opinion that absenteeism

leads to school dropout.

On whether absenteeism makes students miss classes leading to poor academic performance,

81% of students strongly agreed, (14%) agreed, (3%) strongly disagreed and (2%) disagreed.

Similarly, (75%) of teachers strongly agreed and

(25%) agreed. Hence, an overwhelming majority are of the opinion that absenteeism makes

students miss classes leading to poor academic performance. These findings reinforce the

previous verdicts in 5.6.1, 5.6.2 and 5.6.3 to the effect that absenteeism causes poor academic

performance.

4.7 Ways of Curtailing the Absenteeism Phenomenon

Both student and teacher respondents were asked to indicate their level of agreement using a

Likert scale with the following parameters: Strongly Agree (SA); Agree (A); Undecided (U);

Disagree (D) and Strongly Disagree (SD). Their responses are shown in the following tables:

Table 4.4: Students opinion on ways of curtailing absenteeism

STATEMENTS SA % A % U % D % SD %

Parents should pay school fees on

time

81 80 20 20 0 0 0 0 0 0

Parents should make sure that

ailing students are taken to hospital

and taken back to school

70 69 30 30 1 1 0 0 0 0

The government should make

roads more accessible to schools

45 44 43 43 7 7 5 5 1 1

55

Parents should not overburden

students with home chores such as

cooking, fetching firewood and

taking care of animals

31 30 40 40 8 8 15 15 7 7

Schools rules should not be very

strict to students

13 12 31 31 2 2 31 31 25 25

Schools should strive to have up to

date learning facilities like libraries

as well as sporting facilities to

enhance student retention

73 72 27 27 1 1 0 0 0 0

There should be harmony between

parents, teachers and students

84 83 17 17 0 0 0 0 0 0

Table 4.5: Teachers' opinion on ways of curtailing absenteeism

STATEMENTS SA % A % U % D % SD %

Parents should pay school fees on

time

10 83 2 17 0 0 0 0 0 0

Parents should make sure that

ailing students are taken to hospital

and taken back to school

8 67 3 25 1 8 0 0 0 0

The government should make

roads more accessible to schools

4 33 8 0 0 0 0 0 0

Parents should not overburden

students with home chores such as

cooking, fetching firewood and

taking care of animals

8 67 2 17 2 17 0 0 0 0

Schools rules should be not be

very strict to students

2 17 3 25 1 8 4 33 2 17

Schools should strive to have up to 9 75 3 25 0 0 0 0 0 0

56

date learning facilities like libraries

as well as sporting facilities to

enhance student retention

There should be harmony between

parents, teachers and students

10 83 2 17 0 0 0 0 0 0

Based on Tables 4.15 and 4.16 above on the suggestion that parents should pay school fees

on time, (80%) of students strongly agreed and (20%) agreed while (83%) of teachers strongly

agreed and (17%) agreed. Hence, there is an overwhelming majority of the respondents had the

opinion that parents should pay school fees on time. This implies that parents have an important

role to play in ensuring that the rate of absenteeism in secondary school is curtailed.

When respondents were asked whether parents should make sure that ailing students are

taken to hospital and taken back to school, (69%) of students strongly agreed, (30%) agreed

while (1%) were undecided. Equally, (67%) of teacher respondents strongly agreed, (25%)

agreed while (8%) were undecided. Hence, from both categories of respondents, it is evident that

parents should make sure that ailing students are taken to hospital and taken back to school

On whether the government should make roads more accessible to schools, (44%) of students

strongly agreed, (43%) agreed while (7%) were undecided, (5%) disagreed and (1%) strongly

disagreed. Hence, the majority of respondents support the opinion that the government should

make roads more accessible to schools. This implies that the roads to schools are not well

accessible.

On whether parents should not overburden students with home chores such as cooking,

fetching firewood and taking care of animals, (40%) of students agreed, (30%) strongly agreed

while (15%) disagreed, (7%) strongly disagreed and (8%) were undecided. For the teacher

57

respondents,( 67%) strongly agreed, (17%) agreed while (17%) were undecided. Going by the

majority of the respondents, it is clear that parents should not overburden students with home

chores such as cooking, fetching firewood and taking care of animals.

On whether schools rules should not be very strict to students, (31%) os students disagreed,

(25%) strongly disagreed while (31%) agreed, (12%) strongly agreed and (2%) were undecided.

Teacher respondents who disagreed were (33%), (17%) strongly disagreed while (25%) agreed,

(17%) strongly agreed and (8%) were undecided. Although there was strong opinions between

those against and those for the statement, the majority were for the opinion that school rule

should be very strict to the students.

On whether schools should strive to have up to date learning facilities like libraries as well as

sporting facilities to enhance student retention, (72%) of the student respondents strongly agreed,

(27%) agreed while (1%) were undecided. For the teacher respondents,(75%) strongly agreed

and (25%) agreed. From both student and teacher respondents, there were no dissenting voices.

Hence, an overwhelming majority are of the opinion that schools should strive to have up to date

learning facilities like libraries as well as sporting facilities to enhance student retention.

On whether there should be harmony between parents, teachers and students, (83%) of

students strongly agreed and (17%) agreed. Similarly, (83%) of teachers strongly agreed and

(17%) agreed. There were no dissenting voices and hence the majority of the respondents were

of strong opinion that there should be harmony between parents, teachers and students.

Both student and teacher respondents were asked to indicate their opinion on what they think

should be done to improve school attendance. Students suggested that secondary school

education should be made free so that everyone can afford it. Schools should also offer lunch and

sanitary towels to students. Schools should also establish health centres within schools to enable

58

treatment of diseases instead of sending such students home to seek treatment. They also

suggested that teachers should be strict with students who absentee themselves without genuine

reasons and ensure that roll calls are taken on regular basis.

They suggested that day schools should be converted into boarding schools, while those that

cannot should provide means of transport to and from home. Schools are also supposed to

identify and enhance talents among students. Students should be given a voice in the

management of schools while students should avoid negative influence from peer pressure and

do circumcisions when schools are on holidays.

Teachers suggested that school management and community should work hand in hand to

enforce school attendance. Students should adhere to school rules, class teachers to improve

communication with students while ensuring that the absentees are disciplined. They also

suggested that parents follow up matters of their children at school on a regular basis and asked

the government to offer bursaries to needy students from poor backgrounds. Guidance and

counseling services for students, especially on the importance of being present in schools were

also suggested. They also implored on parents and guardians to put more emphasis to students on

the importance of education while discouraging students from involvement in businesses such as

fishing and carrying people on motorcycles also known as boda boda. They also suggested that

schools introduce games, sports, academic trips, frequent motivational talks to keep school

attractive for students.

59

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter discusses the summary of findings, draw conclusions, and offer

recommendations and suggestions for further research.

5.1 Summary of Findings

The study was summarized based on the research questions of the study, which were as

follows:

5.1.1 What are the Environmental Factors causing School Absenteeism?

The study has established that there are several environmental factors that contribute to

absenteeism among students. It has been found out that many students miss classes during rainy

season and that that absenteeism rate is high when school is far from tarmac roads. Many

students were also found to miss classes due to illnesses caused by cold and hunger as draught.

Floods were also found to displace families making them move away from homes hence making

students miss classes.

60

5.1.2 What are the Home Factors causing School Absenteeism?

Several home factors were also found to cause school absenteeism. For instance, the study

established that many students miss classes due to cultural factors such as early marriages and

circumcisions. It is also clear that some parents do not make efforts to get their sons and

daughters back to school. The study has also established that some parents overburden students

with household chores which keep such students away from school. Parents have also been

found not to pay school fees on time making such students stay away from school.

5.1.3 What are the School Factors causing School Absenteeism?

The study has recognized that some students fear harsh teachers to the extent of missing

classes while lack of adequate teaching and learning resources discourage students to go to

school. Strict school rules were also found to keep some students away from classes to some

extent. However, the study established that teachers’ absenteeism and bulying were not critical

issues in the schools under study and therefore they do not have a great impact towards student

absenteeism.

5.1.4 What is the Relationship between School Absenteeism and Academic Performance?

The study has has established that students’ poor academic performance is as a result of

absenteeism which implies that absenteeism contributes to poor academic performance as it

causes students to repeat classes, fail to complete school in time, causes school dropout and

makes students miss classes leading to poor academic performance.

5.1.5 How can the Phenomenon of School Absenteeism be Curtailed?

The study has come up with several ways of curtailing the phenomenon of school

absenteeism such as parents paying school fees on time, and make sure that ailing students are

taken to hospital and taken back to school. Parents should also not overburden students with

61

home chores such as cooking, fetching firewood and taking care of animals. The government

should make roads more accessible to schools and school rules should not be very strict to the

students. Schools should also strive to have up to date learning facilities like libraries as well as

sporting facilities to enhance student retention, there should be harmony between parents,

teachers and students

Secondary school education should be made free to eliminate issues of lack of school fees.

Schools should also offer lunch and sanitary towels to the female students. Schools should also

establish health centres within schools compound to facilitate treatment of minor diseases instead

of sending such students home to seek treatment. They suggested that day schools should be

converted into boarding schools while those that cannot convert should provide means of

transportation to and from home. Schools are also supposed to identify and enhance talents

among students. Students should be given a voice in the management of schools while students

should avoid negative influence from peer pressure and do circumcisions when schools are on

holidays.

The school management and community should work hand in hand to enforce school

attendance. Students should adhere to school rules while class teachers should improve

communication with students while ensuring that absentees are disciplined. Parents should also

try to find out about the school affairs of their children at school on regular basis. The

government should offer bursaries to needy students from poor backgrounds while guidance and

counseling services should be offered to students especially on the importance of being present

in schools.

62

5.2 Conclusion

The study noted that absenteeism is a critical issue in secondary schools in Budalang’i Sub

County. There are a myriad of factors that causes absenteeism which the study has grouped into

environmental, home and school based. These factors were found to negatively influence the

academic performance of the students in the selected secondary schools.

Many suggestions were made to curtail the problem of absenteeism. They included the

role that parents have to take in order to ensure that their children attended school by providing

for their basic academic needs and desisting from assigning to their children duties that will

prevent them from attending classes. The government should make roads more accessible to

schools and make sure that their policies about education enhance class attendance. School

authorities should strive to make of schools learner-friendly environements so as to to enhance

student retention while ensuring that there is harmony between parents, teachers and students.

Students should avoid negative influence from peer pressure and carry out circumcision

ceremonies when schools are closed. They should also adhere to school rules while class

teachers should improve communication with students while ensuring that absentees are

disciplined.

The urgent implementation of such suggestions would quite be helpful in curbing the

problem of students’ absenteeism in public secondary schools in Budalang’i Sub-County. This

will help in improving their academic performance thereby enhancing their chances of economic

and social well-being throughout their adult lives.

5.3 Recommendations

The study recommends that parents, teachers, school administration and the government

have a critical role to play in order to minimize the problem of absenteeism.

63

5.3.1 The parents and guardians

Parents and guardians have the primary responsibility to ensure that their children attends

school and are provided with school requirements such as school fees, uniform, stationery and

follow they should appraise themselves with their academic affairs at school. They should also

act as role models and counselors to their children. They should give their children adequate time

to do school assignments at home and refrain from overburdening them with home chores. They

should also strive to provide their children with an environment that is conducive for learning.

5.3.2 The teachers

Teachers spend most of the time with students at school, and are like the second parent to

the students. They are instrumental in determining whether a student performs well academically

or not. They should therefore strive to create a good relationship with students in such a way that

they are approachable, friendly and consultable when need arises. They should also not miss

classes unnecessarily.

5.3.3 Students

Students play a crucial role in determining their own academic success. They need to attend

classes regularly, be hardworking and participate in class and do their assignments on time and

satisfactorily. They should also consult teachers when they do not understand some concepts

apart from reading widely. They should also be disciplined and try to avoid negative peer

pressure.

5.3.4 The Principals

The principal is the manager of the school. Principals should ensure that the school has

conducieve environment for teaching and learning and that there are adequate resources to

support school activities.

64

5.3.5 The government

The government is the main policy maker in the education sector. The study therefore

recommends that the government should make secondary education fully free so that no student

is sent away for lack of school fees. It should also make roads to the schools more accessible to

facilite easier movement of students.

5.4 Suggestions for Further Research

The study was confined to Budalang’i Sub-County, which may not be representative enough

for purposes of generalization. Therefore, the researcher suggests that more secondary schools

countywide be sampled for such a study in order to make it more representative.

The study suggests other areas for further research to include:

a) The role of teachers in absenteeism of students in secondary schools

b) The role of boarding schools in curtailing absenteeism in secondary schools.

c) The role of personal factors of students in absenteeism in secondary schools.

d) The influence of the academic program on students’ absenteeism.

65

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APPENDIX I: QUESTIONNAIRE FOR TEACHERS

Marist International University College

P. O. Box 24450-00502

Karen – Nairobi

8th June 2015

Dear Respondent,

RE: DATA COLLECTION

I am an undergraduate student at Marist International University College, a constituent College

of the Catholic University of Eastern Africa. I am carrying out a research on “Influence of

students’ absenteeism on the academic performance in public secondary schools in Budalang’i

Sub-County, Busia County.” The research is one of the requirements in our course. I will be

grateful if you kindly assist to fill in this questionnaire. Kindly respond to the questions either by

ticking [√] or giving a brief explanation in the spaces provided. All the information you will

provide will be treated with confidentiality.

Thank you in advance for your cooperation.

72

Sign: ……………….

Sr. Frida

Section A: Demographic Information

1. Gender : Male [ ] Female [ ]

2. Age: a). 21-25 [ ] b). 26-30 [ ] c). 31-40 [ ] d). 41 and above [ ]

3. Professional qualification: Diploma [ ] Degree [ ] Masters [ ] Others [ ]

4. Teaching experience: a) 1-5 [ ] b). 6-10 [ ] c). 11-15 [ ] d). 16 and above [ ]

Section B: Environmental factors causing students’ absenteeism in Secondary Schools in Budalang’i Sub CountyPut a tick [√] in the most appropriate space to indicate your level of agreement using the scale

given below:

Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)STATEMENTS SA A U D SD

5. Many students miss classes during rainy season

6. Students absenteeism is high when school is far from tarmac roads

7. Many students miss classes due to illnesses caused by cold

8. Students miss classes due to hunger as a result of drought

9. Floods make families move away from homes hence making students miss schools

Section C: Home factors causing students’ absenteeism in Secondary Schools in Budalang’i Sub County

73

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale given below:Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD10. Many students miss classes due to cultural factors such as

early marriages and circumcisions.11. Some parents do not make efforts to get their sons and

daughters back to school 12. Lack of school necessities such as stationery and sanitary

towels keep students away from school

13. Many students miss classes due to lack of school fees

14. Household chores keep some students away from schoolSection D: School factors causing students’ absenteeism in Secondary Schools in

Budalang’i Sub County

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale

given below:

Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD

15. Some students fear harsh teachers to the extent of missing classes

16. Lack of adequate teaching and learning resources may discourage students to go to school

17. Teachers’ absenteeism influences students to miss school

18. Bullying is a major cause of absenteeism in secondary schools

19. Strict school rules keep some students away from classes

Section E: Relationship between students’ absenteeism and academic performance in

Budalang’i Sub County

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale

given below:

Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD

20. Students’ poor academic performance is as a result of

74

absenteeism

21. Absenteeism does not cause students to repeat classes

22. Students who absent themselves do not complete school in time

23. Absenteeism does not lead to school dropout

24. Absenteeism make students miss classes leading to poor academic performance

Section F: Ways of curtailing the absenteeism phenomenon

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale

given below:

Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD25. Parents should pay school fees on time

26. Parents should make sure that ailing students are taken to hospital and taken back to school

27. The government should make roads more accessible to schools

28. Parents should not overburden students with home chores such as cooking, fetching firewood and taking care of animals

29. Schools rules should be not be very strict to students

30. Schools should strive to have up to date learning facilities like libraries as well as sporting facilities to enhance student retention

31. There should be harmony between parents, teachers and students

32. In your own opinion, what do you think should be done to improve school attendance?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

75

………………………………………………………………………………………………………

………………………………………………………………………………………………………

Thank you for your cooperation.

APPENDIX II: QUESTIONNAIRE FOR STUDENTS

Marist International University College

P. O. Box 24450-00502

Karen – Nairobi

8 June 2015

Dear Respondent,

RE: DATA COLLECTION

I am an undergraduate student at Marist International University College, a constituent College

of the Catholic University of Eastern Africa. I am carrying out a research on “Influence of

students’ absenteeism on the academic performance in public secondary schools in Budalang’i

Sub-County, Busia County.” The research is one of the requirements in our course. I will be

grateful if you kindly assist to fill in this questionnaire. Kindly respond to the questions either by

ticking [√] or giving a brief explanation in the spaces provided. All the information you will

provide will be treated with confidentiality.

Thank you in advance for your cooperation.

Sign: ……………….

Sr. Frida

76

Section A: Demographic Information

1. Gender : Male [ ] Female [ ]

2. Age: a). 15-20 [ ] b). 21-25 [ ] c). 26-30 [ ] d). 31 and above [ ]

3. Class: Form one [ ] Form two [ ] Form Three [ ] From Four [ ]

Section B: Environmental factors causing students’ absenteeism in Secondary Schools in

Budalang’i Sub County

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale given below:Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD

4. Many students miss classes during rainy season

5. Students absenteeism is high when school is far from tarmac roads

6. Many students miss classes due to illnesses caused by cold

7. Students miss classes due to hunger as a result of drought

8. Floods make families move away from homes hence making students miss schools

Section C: Home factors causing students’ absenteeism in Secondary Schools in Budalang’i

Sub County

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale given below:Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD9. Many students miss classes due to cultural factors such as

early marriages and circumcisions.10. Some parents do not make efforts to get their sons and

daughters back to school 11. Lack of school necessities such as stationery and sanitary

towels keep students away from school

77

12. Many students miss classes due to lack of school fees

13. Household chores keep some students away from schoolSection D: school factors causing students’ absenteeism in Secondary Schools in Budalang’i

Sub County

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale given below:Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD

14. Some students fear harsh teachers to the extent of missing classes

15. Lack of adequate teaching and learning resources may discourage students to go to school

16. Teachers’ absenteeism influences students to miss school

17. Bullying is a major cause of absenteeism in secondary schools

18. Strict school rules keep some students away from classes

Section E: Relationship between students’ absenteeism and academic performance in

Budalang’i Sub County

Put a tick [√] in the most appropriate space to indicate your level of agreement using the scale

given below:

Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)

STATEMENTS SA A U D SD

19. Students’ poor academic performance is as a result of absenteeism

20. Absenteeism does not cause students to repeat classes

21. Students who absent themselves do not complete school in time

22. Absenteeism does not lead to school dropout

23. Absenteeism make students miss classes leading to poor academic performance

78

Section F: Ways of curtailing the absenteeism phenomenon

STATEMENTS SA A U D SD

24. Parents should pay school fees on time

25. Parents should make sure that ailing students are taken to hospital and taken back to school

26. The government should make roads more accessible to schools

27. Parents should not overburden students with home chores such as cooking, fetching firewood and taking care of animals

28. Schools rules should be not be very strict to students

29. Schools should strive to have up to date learning facilities like libraries as well as sporting facilities to enhance student retention

30. There should be harmony between parents, teachers and students

31. In your own opinion, what do you think should be done to improve school attendance?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

Thank you for your cooperation.

79

APPENDIX III: LETTER OF AUTHORIZATION

80