UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT (ITECPD)
(BAGABAGA COLLEGE OF EDUCATION)

MINIMISING ABSENTEEISM AMONG PUPILS OF RIDGE "B" JUNIOR HIGH

SCHOOL THROUGH MOTIVATION, GUIDANCE AND COUNSELLING.

ASAGIDINA NCHOR GIFTY

202152640

2024

1
 UNIVERSITY OF EDUCATION, WINNEBA
INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL
DEVELOPMENT
(BAGABAGA COLLEGE OF EDUCATION)

MINIMISING ABSENTEEISM AMONG PUPILS OF RIDGE "B" JUNIOR HIGH

SCHOOL THROUGH MOTIVATION, GUIDANCE AND COUNSELLING.

ASAGIDINA NCHOR GIFTY

202152640

A PROJECT WORK SUBMITTED TO THE INSTITUTE FOR TEACHER

EDUCATION AND CONTINUING PROFESSIONAL DEVELOPMENT,

BAGABAGA COLLEGE OF EDUCATION, IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION DEGREE

IN BASIC EDUCATION IN THE UNIVERSITY OF EDUCATION, WINNEBA

2024

II
 DECLARATION
Candidates Declaration
I declare that this project report, with the exception of quotations and references contained in
published works which have all been identified and duly acknowledged, is entirely my own
original work, and it has not been submitted, either in part or whole, for another degree
elsewhere.

Name: ……………………………………… Index number: …………………………….

Signature: ……………………......... Date: ………………...............................

Supervisors Declaration

I hereby declare that the preparation and presentation of this project work was supervised in

accordance with the guidelines for supervision of project work as laid down by the

University of Education, Winneba.

Name: …………………………….... Signature: …………………………….

Date: ……………………………....

III
 DEDICATION
I dedicated this work to my sister Awingura Esther for guiding me this far, I also dedicate
this work to my lovely friends and my project supervisor Mr. Amuzu Saviour for his constant
support.

IV
 ACKNOWLEDGEMENT
It is said that in this life everybody needs somebody for a successful life. This has been very
true with this particular project work.

Doubling as my mentor and supervisor I owe Mr. Amuzu Saviour tons of gratitude for taking
pains to read through the manuscript and for having valuable discussions with me. To him I
say thank you.

To all friends who participated in one way or the other but could not be mentioned here I say
God bless you.

I am however responsible for all mistakes and shortcomings with regards to this thesis.

V
 TABLE OF CONTENT
DECLARATION……………………………………………………………………………III
DEDICATION………………………………………………………………………………IV
IACKNOWLEDGEMENT……………………………………………………………….… V
CHAPTER ONE ………………………………………………………………..………...…1
INTRODUCTION…………. ………………………………..………………………...……1
BACKGROUND INFORMATION …………………………………………………...……..1
PERCEIVED PROBLEM …………………………………………………………………….1
DIAGNOSIS OF THE PROBLEM ………………………………………………………......2
PURPOSE OF THE STUDY ………………………………………………………………....3
RESEARCH QUESTIONS …………………………………………………………………..3
SIGNIFICANCE OF THE STUDY ………………………………………………………….3
DELIMITATION …………………………………………………………………………….4
LIMITATION ………………………………………………………………………………..4
ORGANIZATION OF THE STUDY…………….. …………………………………………4
CHAPTER TWO …………………………………………………………………………….5
REVIEW OF RELATED LITERATURE …………………………………………………...5
INTRODUCTION ……………………………………………………………………………5
THE CONCEPT OF ABSENTEEISM ………………………………………………………5
LEGALITY OF ABSENTEEISM ……………………………………………….…………..6
CAUSES OF ABSENTEEISM ………………………………………………………………7
THE FAMILY / PARENTAL / HOME INFLUENCE ………………………………………7
THE SCHOOL INFLUENCE ……………………………………………………………….9
THE COMMUNITY/NEIGHBOURHOOD INFLUENCE ………………………………...9 ....
CHAPTER THREE …………………………………………………………………………12
METHODOLOGY ………………………………………………………………………….12
INTRODUCTION …………………………………………………………………………..12
RESEARCH DESIGN ………………………………………………………………………12
POPULATION AND SAMPLE SELECTION ……………………………………………..12
SAMPLING PROCEDURE ………………………………………………………………...13
RESEARCH INSTRUMENT ………………………………………………………………13
QUESTIONNIRE …………………………………………………………………………...13
ADMINISTRATION OF QUESTIONNAIRE ……………………………………………..13
INTERVIEW ………………………………………………………………………………..14
VI
DATA ANALYSIS PROCEDURE …………………………………………………………16
INTERVENTION …………………………………………………………………………...16
PRE-INTERVENTION ……………………………………………………………………..17
INTERVENTION …………………………………………………………………………...17
MOTIVATION ……………………………………………………………………………...17
POST-INTERVENTION STAGE …………………………………………………………..18
CHAPTER FOUR …………………………………………………………………………...19
DATA ANALYSIS AND DISCUSSION…………………………………….. ……………19
STATEMENT OF RESULT ………………………………………………………………..19
Table 1. RESPONSES FROM RESPONDENTS …………………………………………..19
HOME FACTORS THAT CAUSE ABSENTEEISM ……………………………………...19
COMMUNITY FACTORS THAT CAUSE ABSENTIEESM …………………………….21
CHAPTER FIVE ……………………………………………………………………………24
SUMMARY, CONCLUSION AND RECOMMEDATIONS ………………………………24
SUGGESTIONS …………………………………………………………………………….25
RECOMMENDATIONS ……………………………………………………………………26
REFERENCES ……………………………………………………………………………...28

LIST OF TABLES

Table 1. RESPONSES FROM RESPONDENTS ................................................................... 19

Table 2. PARENT RESPONSES............................................................................................ 19

Table 3. PUPILS RESPONSES .............................................................................................. 20

Table 4. TEACHRS RESPONSES ......................................................................................... 20

Table 5. PUPILS RESPONSE ................................................................................................ 21

Table 6. TEACHERS RESPONSES....................................................................................... 22

Table 7. PARENTS RESPONSES ......................................................................................... 23

VII
 ABSTRACT

The study was an Action Research. It was conducted at Ridge "B" JHS (B) situated at the

Sagnarigu district close to Ghana Education Service (GES) Head-Quarters Tamale. The study

is to Minimize Absenteeism Among Pupils of Ridge "B" Junior High School Through

Motivation, Guidance and Counselling. Observation, tests and questionnaire were the

instruments used to gather data for the study. These instruments were employed at the pre-

intervention, intervention and the post intervention stages of the study. The findings of the

study answered the research questions which guided the study. It came out from the findings

that the possible causes of Absenteeism Among Pupils of Ridge "B" Junior High School

included Poor parents, Illiterate Parents, Child labour, Broken homes and others were the

leading factors to causing absenteeism among pupils of Ridge “B” Junior High School and

finally presentation of lessons by the researcher in abstract.

In sum, it could be safely said that home and the school are the greatest contributing factors

of absenting among pupils of RIDGE 'B' JHS. As such, in further research, it is suggested

that an in-dept investigations should be made into community influence in a wider area to

ascertain the extent to which it contributes or otherwise to the promotion of absenteeism

among pupils of RIDGE 'B' JHS and some recommendations were made for further studies.

VIII
 CHAPTER ONE

INTRODUCTION

BACKGROUND INFORMATION
Sagnarigu is a community and capital of Sagnarigu district in the Northern region of Ghana.

Sagnarigu Municipal district is one of the sixteen districts in the Northern region of Ghana.

The municipality is located in the North Western part of the Northern Region. Sagnarigu had

a population of about 341,711 in the last ended Ghana Housing and Population Census

conducted in 2021. The main occupation of the residence is small scale businesses. The

community has no market, most of these residents who engage in the small-scale businesses

carry their provisions around the aera to sell.

They join the people of Aboabo on Mondays, Wednesdays and Fridays for main market.

Ridge "B" JHS is situated at the Sagnarigu district close to Ghana Education Service (GES)

Head-Quarters Tamale.

A. PERCEIVED PROBLEM
Absenteeism among learners of Ridge "B" JHS According to Oxford English Dictionary,

Absenteeism can be defined as the practice of regularly staying away from school or work

without good reason. Absenteeism can be defined to mean the practices of absenting oneself

from duty, station or estate (Chambers' English Dictionary).

According to Max B clyne Managing Director in his book titled school refusal, refers

absenteeism to pupils who guide openly and apparently without good reason refused to go to

school. Educationally, absenteeism implies the practice of students being absent from school

frequently with or without any good reason. Absence from school is a serious educational

problem in Ghana.

In recent times, the problem has engaged the attention of many Ghanaians. Some of the

effects of this problem are poor performance and inability to progress or advance to higher

1
levels of education. Both government and non-governmental organizations in Ghana are

making efforts towards the provision of quality education for all school going age pupils. The

present educational reforms attested to this fact. To improve the quality of education in the

country both parents and teachers should ensure that pupils attend school regularly.

The government and non-governmental organization invest heavily into education. If after

establishing and rehabilitating these schools and stocking them with teachers only to realize

that the attitude of pupils towards attendance is very negative, there will not be any

motivation to continue and this will lead our beloved country to doom

It is in the light of this effect of low school attendance of pupils that I am enticed to research

into the incidence of absenteeism among the pupils in RIDGE 'B' JHS.

B. DIAGNOSIS OF THE PROBLEM

During the 1970s the quality of formal education in Ghana began to decline with the

economy, there was public outcry against the fallen standard, particularly the low level of

achievement of pupils in the Junior High Schools (JHS), a great majority of whom could not

read or use basic mathematical concept to solve real life problems.

One of the factors that accounted for this unfortunate situation is absenteeism. The

performance of pupils in any given school is expected to be high if pupils attend school

regularly and punctually. The researchers’ observations made in RIDGE 'B' JHS two (2)

revealed that the rate of absenteeism on the part of the pupils is high. On certain days, about

48% of the pupils absent themselves from school.

C. EVIDENCE OF THE PROBLEM

The school attendance registers attest to this fact. It is recognized that good education is a

tool to national development. To ensure that pupils in the schools get the necessary care and

experiences that will help to achieve maximum state of development, absenteeism must be

researched and controlled. This has prompted the researcher to conduct this research.

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 D. CAUSES OF THE PROBLEM

Absenteeism is one of the many educational problems that have engaged the attention of

most writers over the years. There is currently a great concern and disgust about the large

number of pupils who deliberately miss school daily. It is of time this issue of absenteeism is

looked at as we forge towards full technological world. The causes of absenteeism among

pupils of Ridge “B” Junior High School included Family/ parental / Home influence, School

influence, Community influence

PURPOSE OF THE STUDY

The main purpose for choosing this topic, therefore, is to identify the factors that are

responsible for the incidence of absenteeism among JHS pupils in RIDGE 'B' JHS. The study

is also designed to gather data on absenteeism, asses the existing situation of absenteeism and

offer suggestions to overcome them.

RESEARCH QUESTIONS
In line with the purpose of the study, the researcher shall seek answers to the

following questions.

1. To what extent does the school environment play a part in absenteeism?

2. Does the home have an influence on the attendance of pupils?

3. Would the community have an influence on pupils' absenteeism?

SIGNIFICANCE OF THE STUDY

In Ghana, government has invested a lot of money in the establishment and rehabilitation of

schools both in the rural and urban areas. With the institution of the new educational reforms,

there is a need to examine critically the attendance of pupils in order to reduce the wastage of

resources to the barest minimum.

The observations, analysis, discussions and recommendations of this research work would be

useful to parents, teachers, proprietors, non-governmental organizations, policy formulations

3
and others who wish to invest in education. The research will also help to minimized

absenteeism in RIDGE 'B' JHS.

Finally, the study will be of importance to educational administrators and perhaps the Ghana

Education Service (GES) in finding a solution to absenteeism.

DELIMITATION
The problem of absenteeism of JHS pupils was noticed among all the Junior High Schools in

the town but the study is limited to the pupils in RIDGE 'B' JHS two (2) only.

LIMITATION
In cognizance of the fact that this study will be of immense benefit to all JHS in the country,

the study should have been conducted nation-wide. This notwithstanding, the study was

limited to District Assembly School due to the commonly spoken language, inadequate time

on the part of the respondence and proximity. In any case the outcome of the study could be

generalized to have impact on other JHS in the country.

ORGANIZATION OF THE STUDY

The organization of the study is done in chapters. There are five chapters in all. The chapter

one deals with the introduction of the study and subsequently present the following;

background to the study, statement of the problem, purpose of the study, research questions,

significance of the study, delimitations, limitations, and organization of the study.

The chapter two involves the review of related literature on pupils' absenteeism.

Chapter three is also about the methodology used in the study.

Chapter four is concerned with the correct presentation and analysis of the data about the

research topic.

Finally, the fifth chapter is about the summary, conclusion and recommendations from the

study.

4
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

INTRODUCTION
Absenteeism is one of the many educational problems that have engaged the attention of

most writers over the years. There is currently a great concern and disgust about the large

number of pupils who deliberately miss school daily.

It is of time this issue of absenteeism is looked at as we forge towards full technological

world. It will be worthwhile to review existing literature on this study and consequently

relate it to our current situation.

The review covers areas such as:

a) The concept of absenteeism

b) Legality of absenteeism.

c) Causes of absenteeism.

d) Treatment and prevention of absenteeism.

THE CONCEPT OF ABSENTEEISM

The concept of absenteeism has been given a variety of names in the literature. Johnson et'al

(1941) uses the term "school phobia". This is still the most common diagnostic term. The

concise oxford Dictionary (1958) gives the meaning Phobia as morbid fear or aversion.

Estes, Haylett and Johnson (1956) replaced school phobia with the generic terms 'separation

anxiety' the chamber English Dictionary (1954) defines "absenteeism" as the practices of

absenting oneself from duty, station or estate."

According to Will Kenton (2021) absenteeism refers to the absence from work or school that

extends beyond what would be considered reasonable and customary due to vacation,

personal time, or occasional illness.

According to the Webster's third New International Dictionary of English Language the term

5
'absenteeism' means continual permanent absence" or continual interruption for attendance in

school or place of work." These definitions imply that it is the practice of workers or students

or pupils being absent from their work place or school frequently either with or without good

reason.

Absenteeism has been misconstrued by people to mean refusing to go to school. School

refusal, According to Paginas Junio (2015), refers to the avoidance of a child attending

school or persisting difficulties studying in classroom throughout the school day.

According to Crack (1986) school refusal means unwillingness to attend school.

Reid (1986) used the term "dissatisfactory from school" to mean absenteeism. The concept of

absenteeism is at times equated with school phobia fear to attend school.

Phobia according to Tyerman (1958) is compulsive fear that is unreasonable or greatly

exaggerated.

LEGALITY OF ABSENTEEISM
Absence from school has an important legal aspect. In most civilized countries school

attendance is compulsory by law and absence may invoke penalties against children and

parents. About three hundred years ago parents could leave their children half-starved,

uneducated, in miserable lodging, and nobody would legally intervene. Parents' responsibility

to secure children's attendance at school is a fairly modern concept. It is one of the social

factors that impose pressure on parents to monitor their children attendance to school.

Local education Authorities in Great Britain may prosecute parents who fails in this

responsibility. According to the Education Act, 1944, section 39 (i) of Britain, a parent found

guilty of failure to secure the regular attendance of a child is liable to a fine or a term of

imprisonment.

Also, any child brought before the Juvenile court because of failure to attend school regularly

may be treated according to the law as stated under section 62 of the children and young

6
persons' act and may be sent to an approved school or placed on probation. There are laws

that compel citizens to send their children to schools.

In Ghana there is a law that compels parents to send their children to school so that they can

attain their maximum development. Even though this law is not strictly adhered to, with the

introduction of the New Educational Reforms, this law is beginning to receive the right

attention and sooner or later parents who fail to send their children to school will be

prosecuted.

The free SHS introduced in 2017 is another way of motivating parents as well as the pupils to

attend school. No parent or pupil can now refuse school due to lack of fees at least right from

primary to SHS.

CAUSES OF ABSENTEEISM
Absenteeism is a common educational problem to most educational systems and revolves

around similar factors. Among the various factors that various researchers have identified to

explain as the causes of absenteeism included the following;

a) Family/ parental / Home influence.

b) School influence

c) Community influence

• THE FAMILY / PARENTAL / HOME INFLUENCE

The home is the training ground for the future of the child. Other factors like the influence of

his playmates, his school, his neighborhood and the generical community contribute in

training the child.

A particular kind of absence from school is created by parents who keep their children at

home for the supervision of younger children, for looking after a sick parent, or for other

domestic convenience, they join the people of Aboabo on Mondays, Wednesdays and Fridays

for main market.

7
Tyerman (1953) has described that, in certain families it was accepted as normal and proper

to keep children from school whenever a domestic crisis occurred.

In under-developed countries or in socially low and economically insecure states, absence

from school may be due to luck of food and clothing as studies in Mexico (Saavedra, 1960)

South Georgia, USA (Punke, 1938) and Greece) carapanos, 1960) have shown.

In addition, Morrison and Banwell (1962) two eminent lawyers, in their comprehensive

account on the law relating to children wrote: where irregular attendance persists, it may be

taken as indication that there is something wrong with the parents and the home, or that child

is unhappy, handicapped or maladjusted in some way.

Moreover, parental attitude towards the girl-child education in African countries may be

attributed to the cultural norms of societies in which educational and vocational achievement

is not regarded as a major task for girls. In this case parents do not place much premium on

their girls' education. They have the notion that kitchen is a women's office. Because of this

when girls begin to play truant or continuously absent themselves from schools, parents do

not take pains to let them see the need for education. This is very common in rural areas

where illiteracy is very high. Added to these, the condition is prevailing in schools.

Tyerman (1958) identified some prevailing conditions in some homes which do encourage

absenteeism in schools. These are outlined below.

i. Controlled principally by corporal punishment.

ii. Inadequate food and clothing.

iii. Parents having little interest in the child's welfare.

iv. Keeping the child away from school regularly or occasionally without just

cause.

v. Faulty parent-child relationship.

A home where such conditions prevail does not auger well for the child's development. He

8
resorts to absenteeism Opoku (1967) seems to support Tyerman's view on home conditions

that encourage absenteeism. He agues with him in the area of inadequate clothing. He stated

"pupils in the JHS who feel ashamed to wear thread uniforms may not go to school" more

frequently, the type of child that is kept at home by his parents is one who comes from family

where education is not valued. Boys and Girls alike are kept at home to run errands or look

after the younger members of the family.

• THE SCHOOL INFLUENCE

The immediate place in the child environment, which has a great influence on the

development of the child after the home which is the first training grounds for the child, is

the school. The major problem for the school beginner is the establishment of new

relationship especially with the teachers. The teachers should create a stimulating

environment for children so that they can easily established a keen relationship with them to

enjoy school life.

Commenting on the extent of influence of the school community on the development of

individual; Reid (1968) says in the 1960's and early 1970's that research should be

concentrated largely on social and psychological aspects of disaffection behaviour. This was

in the belief that the school was only a weak influence on pupils conduct when compared

with the strong influence of pupil’s home and social background as well as individual trait.

• THE COMMUNITY/NEIGHBOURHOOD INFLUENCE

The child is born not knowing the difference between right from wrong. He must learn this

from playmates, school, neighborhood and the generically community.

Influence outside the school is stronger than those with the school and the effects of the home

are more powerful than those of the street outside.

Cloward and Ohlin (1960) have identified that a number of sub-cultures grow in

communities where the opportunities for success are inadequate or denied. In sub-cultures

9
there is lack of social standards that one would live for today and let tomorrow take care of

itself. Such a view of life gives little importance to education or going to school. Hence

absenteeism and truancy in school is the order of the day.

Addison (1968) writing on the role of parent teacher Association under the caption 'Home

and the school child’ states, parents and guardians should come together to think and plan

together the welfare of the child. Parents and guardians must interest themselves in the

school and all that goes on there. Absence of PTA presupposes the absence of formal co-

operation between the community and the school, leading pupils to show dislikes towards it,

resulting in frequent absenteeism. From the foregoing, it could be said that community plays

many roles in shaping the personality of the individual either for good or for bad. This it does

through the relationship with the school which sees to the moulding of the pupils' character.

• TREATMENT AND PREVENTION OF ABSENTEEISM

A number of ways have been suggested by various authors to combat absenteeism.

Absenteeism is a disorder, which can be treated by family doctors, pediatricians and

psychiatrist, Max B Clyne Managing Director (MD) (1961) Hydroxizine hydrochloride is

one of the drugs that can be used to treat absenteeism. Apart from these personalities mild

causes of absenteeism can be handled quite successfully by teachers, school workers and

parents. It has been suggested (waldfoget, 1951) that the help of teachers should be enlisted

and that they should be able to call on educational psychologist and counselors to interview a

child who showed early minor signs of absenteeism.

Another method of treating absenteeism is early return of the absentee child to school. This

has been recommended by many authors because it is not only a therapeutic goal but also a

dispensable method of treatment.

Returning the absentee child to school and keeping him or her there is not an easy task, even

if force, persuasions or threat of punishment are used. As such this treatment should be

10
handled with fact.

Moreover, change of environment may range from a change of class or school or admission

to a hostel, residential or boarding school.

11
 CHAPTER THREE

METHODOLOGY

INTRODUCTION
This chapter focuses on the research techniques and methods employed in the study. It also

elaborates on the population of the study, sampling procedures and selected instruments used

as well as the data analysis procedure. It again describes the research design used for the

study.

RESEARCH DESIGN
The design for the research is an action research design. This is to help the researcher work

collaboratively with others to solve a perceived problem. The rationale for the design is to

wipe out the problem of absenteeism at RIDGE 'B'JHS 2. This design will enable the

researcher find information in order to find solution to the problem of absenteeism. The

problem could be wiped out using motivation and encouragement as some of the

interventions.

POPULATION AND SAMPLE SELECTION

The study was done at Sagnarigu, a community and capital of Sagnarigu district in the

Northern region of Ghana. Sagnarigu Municipal district is one of the sixteen districts in the

Northern region of Ghana. The municipality is located in the North Western part of the

Northern Region. Sagnarigu had a population of about 341,711 in the last ended Ghana

Housing and Population Census conducted in 2021. The main occupation of the residence is

small scale businesses. RIDGE JHS B' was chosen out of four Junior High Schools in the

community. Form two specifically was the class the researcher emphasizes. Out of forty (40)

pupils, twenty (20) of them were chosen for the study ten (10) boys and ten (10) girls. About

eight (8) teachers were also chosen since they had been with the pupils for so long and know

their academic performance. Some parents were selected for the study. These parents were

12
the constant absentee's guardians.

SAMPLING PROCEDURE
The researcher would have loved to use all the pupils and teachers but it could not happen

since it is a summary a large number. Due to population size, the teachers were selected

through purposive sampling since they dealt with pupils directly in the classroom. Simple

random was also used.

The data gotten from the attendance register of the class revealed that those people were

regular absentees; the researcher selected them since they would be the best pupils to answer

the research questions on absenteeism. Purposive sampling was adopted since researcher

wanted to collect data on the parents of pupils who were constant absentees. The rationale for

the selection procedure was to get information from pupils Parents and Teachers without

difficulties.

RESEARCH INSTRUMENT
Questionnaire and interview were the main instruments used for the study, these instruments

were used because it would make it easier to obtain the necessary information and know how

to wipe out or reduce the problem of absenteeism among the pupils at RIDGE 'B' JHS.

QUESTIONNIRE
The researcher gave out some questionnaire to pupils, and teachers to fill. This was to enable

the researcher get all the facts and authentic information needed for the study.

Questionnaire was chosen because the researcher saw that it was going to be of great help

and enable him retrieve all the information relating to the habitual absenteeism of the pupils

at Bagabaga Demonstration C JHS and find a solution to reduce/wipe it.

ADMINISTRATION OF QUESTIONNAIRE
The researcher printed out thirty (30) questionnaires to be given to the pupils, teachers and

parents. Parents who could read and write as well as the pupils who were given this

13
questionnaire.

The pupils, teachers and parents were told not to indicate their names but only tick the

required one. Twelve printed sheets were given to the parents where ten were also given to

pupils and eight (8) to the teachers.

Also, the questionnaire was based on pupils' laziness and ill health. The questionnaire

centered on the time parents ward slept and any activity that detracted pupils' attention from

schooling. The administering of the questionnaires was not tedious and worrying at all. All

and Sundry took it with pure heart.

INTERVIEW
With regards to this, the researcher conducted a face-to-face interview with some parents,

pupils and teachers. The researcher detected that the interview would be the appropriate

instrument to use in finding the causes to the problem of absenteeism among the pupils at

RIDGE 'B' JHS. The researcher asked these people to clarify their minds on the problem of

absenteeism among RIDGE 'B' JHS pupils. When the researcher interviewed the parents, he

noticed that most of them did not know the essence of education very much.

Some parents contributed by saying pupils’ absenteeism was due to peer influence and

laziness. Other related it to school environment, home background and community. Again,

the interviewed teachers said the pupils' absenteeism was due to laziness, poverty and the

community.

The teachers finalized by saying that many parents engaged their wards in their small-scale

businesses. For instance, some parents ask their wards to go and sell things like porridge,

tomatoes, and other perishable commodities which prevent them from going to school.

Parents contributed to the pupils absenting themselves from school.

When the researcher interviewed the children, he saw that majority of the pupils said their

parents don't have money. They were facing financial difficulties. Others linked it to the

14
school environment, peer group influence and low academic standard of the school. The

school environment was due to the unnecessary punishment. Some of the leaders interviewed

blamed the parents for engaging their wards in house chores during School hours. Some of

the parents received me well but others did not. Before I went to the parents' houses, I made

them aware of my visit not to make them think I was coming there to invade in their privacy.

I really played the role of a motivator to help reduce the problem of absenteeism drastically.

The researcher interacted with them a lot to find out their feelings. I opened up to them and

made them aware that I understood them. I gave them the chance to say anything bothering

their minds.

The researcher told the parents the need for education and not let their wards absent

themselves from school since it affects their academic performance. They were given

detailed explanation on the implications of absenteeism if it is not reduced at RIDGE 'B' JHS,

Sagnarigu Municipality. The teachers were also advised and were taken through counseling

and made known to them how illegal punishment instilled some fear in pupils leading to their

absenteeism. The teachers were counseled to make the school a friendly place for the pupils

to make them not to absent themselves from school.

Finally, the leaders in the community were also counseled to know the effects of

absenteeism. They were informed to help reduce absenteeism by ensuring that any pupils

found outside during school hours are punished and the parents of the child is dealt with. If

this is done it would prevent the pupils from absenting themselves. after everything, a follow

up was done to ensure there was a change. I used interview and questionnaire.

The pupils, teachers and parents who failed to compromise were being referred to the

appropriate quarters. This could be seen as shertzer in (1976) definition of referral service; as

'the act of transferring an individual to another person or agency either within or outside the

school." The researcher saw that absenteeism contributed to the poor performance of the

15
pupils.

The pupils and the teachers likewise the parents were given questionnaire to fill to know

whether there had been an improvement from the interview and the questionnaire given out

the last time. I noticed the absenteeism among the pupils at RIDGE 'B' JHS had been brought

down to a minimum rate. The absenteeism rate was very high, and through the use of the

motivation as my intervention, the absenteeism among the pupils at the school has been

minimized. It has not been wiped out completely but it has made a very good remark.

An interview was conducted to find out the factors leading to the pupils absenting themselves

at RIDGE 'B' JHS. The interview was done in the form of a questionnaire. It was structured

for the pupil’s background and peer influence of constant absentees. The interview was

framed in close-end forms with the intention of facilitating responses. There were few open-

end terms. In the close ended form 'YES' and "NO" answers were before demanded. The

open-end sought information from the respondent's point of view. This was to make the

scoring more valid.

DATA ANALYSIS PROCEDURE

Response obtained from pupils, teachers, parents and some leaders in the community were

collected. They were coded according to the various sections and analyzed under every

section; the results were put in a tallied form to find out their responses got from every

question. The results got were changed into percentages. A table was used to analyze the

data.

INTERVENTION
This is a set of strategies planned and implemented to solve a specific problem. I taught the

problem of absenteeism among RIDGE 'B' JHS could be solved using Motivation. I foresaw

that it was the best intervention I could use in minimizing the problem of absenteeism.

16
PRE-INTERVENTION
The researcher used questionnaire and interview to diagnose the problem. These instruments

were used to find out the factors leading to the absenteeism of the pupils at RIDGE 'B' JHS.

INTERVENTION
The researcher used three weeks to implement the strategies for the purpose of solving the

problem identified. Proper time was taken to ensure that the most appropriate strategies are

used.

MOTIVATION
With the problem of absenteeism among the pupils of RIDGE 'B' JHS, I chose Motivation as

my intervention. I also adopted guidance and counseling as my second intervention which I

am about to elaborate on that.

Apart from the motivation, Guidance and counseling could also be used to reduce the

problem of absenteeism among the pupils of Bagabaga Demonstration C JHS. After

interviewing the pupils and given them questionnaires, I thought it wise to use counseling to

support the intervention.

Motivation is the act of rewarding somebody of what he/she has done in order to boost the

moral confident to do more. I decided to use motivation since it was going to yields fruitful

results. Motivation could administer verbally, though giving out something like gifts is also

another form.

As a researcher I took it upon myself to use the intrinsic and extrinsic approach to obtain

better results for my study. With the intrinsic approach, it is where the pupils are motivated

verbally. This is done to equip the pupils inwardly. I first of all used the intrinsic approach

for the pupils in RIDGE 'B' JHS two (2) since that class is where I teach;

I observed some number of pupils for a while; I saw these pupils were regular in school so I

made up my mind to say something nice about them to boost up their morale. Sometimes I

17
call them in front of their colleague to appreciate them and advise them also. Again, I applied

the second approach which is the extrinsic approach. This is the outward approach. Here,

things are being given out to the pupils to enable them come to school every day.

This is done to make the pupils come to school regularly. Those who are regular will be

gifted since they are always present in school. I bought a box of pens and some exercise

books for those who were regular in school. This continued for some time the reason for this

was to help minimize absenteeism among the pupils. Later on, I realized most of the habitual

absentees had started coming to school. I really love the sudden change.

POST-INTERVENTION STAGE
The outcome of the researcher's action taken to make sure that the absenteeism rate has been

minimized if not wiped out completely. The approaches used are the motivations and

guidance and counselling this made the pupils to come to school regularly. All those who

absented themselves changed their ways since they all wanted to be praised.

Through the use of the intrinsic and extrinsic approach, the absenteeism rate has been

minimized. The pupils' academic performance has been improved. Things are getting better

among the pupils of RIDGE 'B' JHS explicitly form two (2) class.

18
 CHAPTER FOUR

DATA ANALYSIS AND DISCUSSION

This chapter presents an analysis of data collected from the field. The data were analyzed

under the different headings under which they were collected.

STATEMENT OF RESULT
In sum the number of people who were given questionnaires to answer were forty and the

number of people who were interviewed were twenty. This gave a total of sixty responses.

All questionnaires administered in each case were completed. This constituting one hundred

percent in each category.

Table 1. RESPONSES FROM RESPONDENTS

Category No. administered No. completed.

Pupils 20 20

Teachers 20 20

Parents 20 20

Total 60 60

HOME FACTORS THAT CAUSE ABSENTEEISM

Table 2. PARENT RESPONSES

Category No. of Parents Percentage (%).

Poor parents 10 50

Illiterate Parents 3 15

Child labour 4 20

Broken homes 3 16

Others specify 0 0

Total 20 100

19
From the above data on home influence on absenteeism it was realized that out of twenty

parents who were interviewed, ten parents representing fifty percent (50%) said it is due to

poverty that their wards absent themselves from school. Three parents representing fifteen

percent (15%) said it is due to illiteracy while four parents representing twenty (20) said it is

due to child labour. Three parents representing fifteen percent (15%) said that it is due to

broken homes that their wards absent themselves from school.

Table 3. PUPILS RESPONSES

Category No. of pupils Percentage (%)

Poor parents 10 50

Illiterate Parents 2 10

Child labour 4 20

Broken homes 2 10

Others specify 2 10

Total 20 100

The above data on home influence on absenteeism revealed that out of twenty pupils who

answered the questionnaire, ten pupils representing fifty (50%) indicated that it is due to

poverty that they absent themselves from school.

Two pupils representing ten percent (10%) indicated that it is due to illiteracy while four

pupils representing twenty percent (20%) indicated that it is due to child labour. Also, two

pupils representing (20%) indicated that their absenteeism is due to broken homes and two

representing (20%) related it to other factors such as illness

Table 4. TEACHRS RESPONSES

Category No. of Teachers Percentage (%)

Poor parents 9 45

Illiterate Parent 3 15

20
 Child labour 5 25

Broken homes 2 10

Others specify 1 5

Total 20 100

It can be realized from the above table that out of twenty teachers that answered the

questionnaire, nine teachers representing forty-five percent (45%) indicated that it is due to

poverty that pupils absent themselves from school while three teachers representing fifteen

percent (15%) indicated that it is due to illiterate parents.

Five teachers representing twenty-five percent (25%) indicated that it is due to child

labour that pupils absent themselves from school and two teachers representing ten percent

(10%) also indicated that it is due to broken homes. One teacher representing (5%) indicated

it is due to sickness that some pupils absent themselves from school.

From the data on home influence on absenteeism, it was realized that major factor

that influence the attendance of pupils is poverty. Out of the sixty respondents, twenty-nine

indicated that it is due to poverty, some of the respondents also indicated factors like child

labour, broken homes and illiterate parents also cause absenteeism.

COMMUNITY FACTORS THAT CAUSE ABSENTIEESM

Table 5. PUPILS RESPONSE

Category No. of Teachers Percentage (%)

Teachers attitude 11 55

Difficult subjects 4 20

Peer group influence 3 15

Bulling 2 10

Others specify 0 0

Total 20 100

21
 The above data indicated that out of twenty pupils that answered the questionnaire

eleven pupils representing fifty-five (55%) indicated that it is due to teachers’ attitude

towards work that influence their attendance at school while four teachers representing

twenty percent (20%) indicated that it is due to difficult subjects.

Three pupils representing fifteen percent (15%) indicate that it is due to peer group

influence that influence their attendance at school while two pupils representing ten percent

(10%) indicated that it is due to bullying.

Table 6. TEACHERS RESPONSES

Category No. of Teachers Percentage (%)

Video centers 4 20

Peer group influence 5 25

Absence of effective P.T.A 4 20

Community attitude 7 35

toward education.

Others specify 0 0

Total 20 100

The above data on community factors that influence absenteeism indicated that out of

twenty teachers who answered the questionnaire, seven teachers representing thirty-five

percent (35%) indicated that parents’ attitude towards education is the major factors that

causes absenteeism. Four teachers representing twenty percent (20%) indicated that the

increase in video centres in the Sagnarigu town is the cause of absenteeism in the school

while five teachers representing twenty five percent (25%) indicated that it is due to peer

group influence. Also, four teachers representing twenty percent (20%) indicated that pupils'

absenteeism is due to the absence of effective P.T.A.

22
Table 7. PARENTS RESPONSES

Category No. of Teachers Percentage (%)

Peer group influence 10 50

Absence of effective P.T. A 4 20

Community attitude 0 0

toward education.

Others specify 0 0

Video centres 6 30

Total 20 100

From the above data on community influence on absenteeism, it was revealed that ten parents

representing fifty percent (50%) said that it is due to peer group influence while six parents

representing thirty percent (30%) said that it is due to the increase number of videos centers.

Also, four parents representing twenty percent (20%) said that it is due to lack of effective

PTA.

From the data on community attitude towards education, it represents thirty-five percent

(35%). Parents also indicated that peer group influence is the major factors that cause

absenteeism. It represents fifty percent (50%). Other factors that contribute to absenteeism

include absence of effective Parent Teacher Association (PTA) and increase in the number of

videos centers.

23
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMEDATIONS

This chapter summarizes the findings of the study. Conclusion is drawn on the findings,

suggestions and recommendations made to help minimize the problem of absenteeism in

RIDGE 'B' JHS. The data on home influence on absenteeism revealed that the major factor

influencing absenteeism is poverty. Some pupils needs cannot be met by their parents and

therefore resort to absenteeism. Other factors in the home that cause absenteeism are

illiteracy of parents, child labour and broken homes. Again, because of poverty some parents

have neglected their parental responsibility hence their children are not motivated to go to

school. Based on critical analysis of the available data collected, it confirmed the research

questions posed. For instance, it was seen that the home background plays a major part in the

promotion of absenteeism.

From the data on school influence on absenteeism it was realized that both teachers attitude

and pupils attitude towards school work are the major causes of absenteeism in schools. It

was observed that some subject like mathematics and science are difficult for some pupils, as

a result, they absent themselves from school in order to avoid them.

Furthermore, in the school situation, it was observed that the schools did engage the pupils in

commercial activities occasionally. These activities include selling of perishable goods such

as tomatoes, pepper etc. Also, the teachers approach to checking indiscipline in the school

does more harm than good. Pupils who absent themselves from school without permission,

those who are unable to do their assignments and those who flout other school rules are

punished through flogging, weeding or both. These forms of punishment deter the pupils

from attending school regularly.

From the data on community factors contributing to absenteeism were patronage of video

centres and absent of effective PTA to educate parents on the need to monitor their wards

24
attendance to school.

In sum, it could be safely said that home and the school are the greatest contributing factors

of absenting among pupils of RIDGE 'B' JHS. As such, in further research, it is suggested

that an in-dept investigations should be made into community influence in a wider area to

ascertain the extent to which it contributes or otherwise to the promotion of absenteeism

among pupils of RIDGE 'B' JHS.

SUGGESTIONS
From all indications, absenteeism result from many factors and no one means can be used to

curb it. It needs a collective effort to deal with it. The three agencies that are the school, the

home and the community need to come together in finding solutions to absenteeism. The

following suggestions will be useful in curbing absenteeism.

1. to ensure good relationship between the home, community and the school, open days

and speech and prize giving days should be held annually to enable the parents know

what is really going on in the school.

2. to curb indiscipline in the school and to stop the over reliance on corporal punishment

and manual work as means of punishing the culprit, it is suggested that teachers

should be given training in guidance and counseling. It is believed that if teachers are

given such skills, it will help to promote good teacher pupils’ relationship.

3. to ensure that teachers put up their maximum best, it is suggested that the Sagnarigu

Municipal District Education officers should pay regular visit to the schools to find

out about how teachers are working.

4. It is my suggestion that parents should try as much as possible to supply their wards

with their school needs to help them enjoy school life.

5. To make the above suggestions work well, there must be an effective PTA. This will

enable teachers and parents to come together to think and plan for the welfare of the

25
 child.

RECOMMENDATIONS
Based on the research questions posed and the suggestions given by the researcher on the

incidence of absenteeism among JHS pupils of RIDGE 'B' in the Sagnarigu Municipal

District of the Northern region of Ghana, it is recommended that:

1. On the issue of whether the environment itself and punishment in the school deter

pupils from attending school, the researcher recommended that government and stake

holders of education in Sagnarigu Municipality educate the teachers on guidance and

counseling. This will enable them to handle children tactfully and will not always

resort to punishment as a means of reforming children.

2. On the question of whether absenteeism has anything to do with peer group influence,

the researcher recommends that the chief and opinion leaders in the town should

make a bye law discouraging school children from roaming on the street either

playing or selling during class hours.

3. As to whether the home background of pupils contributes to absenteeism, it is

recommended that, the district social welfare department should make it also a matter

of urgency to educate the pupils on the need to seek counseling on any marital and

family problem.

4. Again, as regards to the problem of increase in video centres in and around the

school. Also, the district Assembly should enact a bye-law banning operators of such

centers from allowing pupils to enter their centers during classes hours.

5. On the question of "school-phobia" pupils who refuse to go to school because of the

fear of seeing their teacher and classmates.

The government and for that matter the ministry of Education should set up a

complaint unit attached to the head teacher’s office. The staff of this unit will see to

26
the personal needs of the pupils can report to them things that are hunting them, the

problems they face with the subjects and seniors or elderly pupils who used to

bullying them.

In summary, if the government, the district Education Officers, chiefs and opinion

leaders in the Sagnarigu Municipal District take all these suggestions and

recommendations into account it will help to curb or reduce absenteeism menace and

raise the level of education in the district. Parents will also enjoy the fruits of their

labour in future, because they can boost of a child who has education at the JHS level

which is the foundation to the secondary and tertiary level of education.

27
REFERENCES
Antwi, Moses k. (1992), Education Society and Society and Development in Ghana.

Accra, Unimax Publishers Ltd.

Balint M. and Balint E. (1961), Psychotherapeutic technique in Medicine, London;

Tavistock Publications, Philadelphia.

Brut, C. L (1944), The Young Delinquent (4th Edition), London, university of London

Press Ltd.

Chamber English Dictionary (1960) CHAMBERS, CAMBRIDGE.

Clyne, Max B. (1966), absent School Refusal as an Expresses of Disturb Family

Relationship. London, Tavilstock Publication Ltd.

Colward R. A and Ohlin L E (1960), Delinquent and Opportunity Glence, Illinois, Free

Freud A. (1928) Introduction to the technique of child analysis, New York Washington,

Nervous and Mental Disease Publishing Co.

Lichter S.O (1962), "Prevention of School dropouts, School and Society" New York Free

Press.

Mitcherlick Alex (1969), Society without Father, London, Tavistock Publications.

Mitchell, S. Sheperd M.(1967), "The child who dislike going to school", Britain Free

Press.

Morrison, A. C. L and Banwell L. G. (1960) Clarke Hall and Morrison's Law Relating to

children and young Persons (6th edition) London Butterworth.

Mortimore, P. Davis J, Varlaam, A. Devine, P and Mazza J, (1983) behaviour

Problems in schools: An evaluation of support Centres. London, Grown Helm.

Reid k. (1986) Disaffection from school, London, Metheun and Co. Ltd.

Rice, Philip F. (1990), The adolescent Development Relationship and Culture(6th

Edtion), Boston Allyn and Bacon.

Tyerman, Maurice J. (1968), Truancy London, University of London.

28
 APPENDIX A

A QUESTIONNAIRE FOR TEACHERS ON THE INCREASE OF ABSENTEEISM

AMONG PUPILS

This questionnaire is part of the study being conducted by the researcher. Your contribution

will be appreciated. You are therefore respectfully required to read instruction and provide

answers. You are assured that your response will be treated strictly confidential. Do not write

your name.

INSTRUCTION: please tick ( ) or fill in the appropriate space provided.

BACKGROUND INFORMATION

i. Sex: Male [ ] Female [ ]

ii. Class …………………………………

iii. Environment: Boys …………………. Girls …………………………....

RELEVANT INFORMATION

1. Do some of your pupils absent themselves from school without any good

reasons?

Yes [ ] No [ ]

2. What do you do to the habitual absentees when they come to school?

a) They are canned [ ]

b) They are ignored [ ]

c) They are advised [ ]

d) They are given plots to weed [ ]

e) Other specify ……………………………………

3. On which day is absenteeism very high?

a) Monday [ ] b) Tuesday [ ] c0 Wednesday [ ]

29
 d) Thursday [ ] e) Friday [ ]

4. which of these subjects do you have low class attendance?

a) P.E [ ] b) English [ ] c) Mathematics [ ]

d) Integrated Science e) Music and Dance [ ]

5. What home factor is the major cause of absenteeism in your Class?

a) Poor Parent [ ] b) Illiterate Parent [ ] c) Child Labour [ ] d)

Broken home [ ] e) Others specify ……………………………...

6. What factor is the major cause of absenteeism in your class?

a) Pupils attitude [ ] b) Different Subjects [ ]

c) Peer group influence [ ] b) Bullying [ ]

e) Others specify ……………………………….

7. What community factor is the major cause responsible for absenteeism is your

class?

a) Video centers [ ]

b) Peer group [ ]

c) Absence of effective PTA [ ]

d) Community attitude towards education [ ]

e) Others specify ……………………………...

30
 APPENDIX B

QUESTIONNAIRE FOR PUPILS ON THE INCREASE OF ABSENTEEISM.

This questionnaire is part of the study being conducted by the researcher. Your

contribution will be appreciated. You are therefore respectfully required to read instruction

and provide answers. You are assured that your response will be treated strictly confidential.

Do not write your name.

INSTRUCTION: please tick ( ) or fill in the appropriate space provided.

RELEVANT INFORMATION

1. Why do you absent yourself from school?

a) Laziness [ ] b) Lack of parental care [ ]

c) Peer group influence [ ] d) Lack of Interest [ ]

e) Others specify …………………………………

2. Do your parents give you enough food and pocket money for school?

Yes [ ] No [ ]

3. If 'No', do you avoid school in order to look for some money to feed

yourself? Yes [ ] No [ ]

4. What activity do you engage in to get money?

a) Push Truck [ ] b) Self ice water [ ]

c) Go to shoe shine [ ] e) Other specify ……………………....

5. If all your needs such as books, uniform and pocket money are meet will you

go to school regularly? Yes [ ] No [ ]

6. Do you face difficult in any subjects?

Yes [ ] No [ ]

31
7. If 'Yes', what is the subject or subjects?

a) English [ ] b) Mathematics [ ]

c) Integrated Science [ ] d) Environmental Studies [ ]

e) Music and Dance [ ] f) Religious and Moral Education [ ]

8. What punishment did you receive when you absent yourself from school?

a) Canning [ ] b) Weeding [ ]

c) Fetching of Water [ ] d) Making Broom [ ]

e) Others specify ………………………………..

9. Do you avoid school if the subject you do not like is to be taught?

Yes [ ] No [ ]

10. Do you go to school if your class is going to do work, Eg. Collect stones or

sand or market days? Yes [ ] No [ ]

11. Do you sleep early enough in the Night?

Yes [ ] No [ ]

32
 APPENDIX C

INTERVIEW SCHEDULE FOR PARENTS ON THE INCREASE OF ABSENTEEISM

BACKGROUND INFORMATION

a) Sex: Male [ ] Female [ ]

b) Marital status:

i. Married [ ] ii. Single [ ] iii. Divorce [ ]

c) Occupation …………………………………………….

d) Number of children in school …………………………………….

e) Number of children who have left school …………………………………..

f) What is your educational background? …………………………………....

RELEVANT INFORMATION

1. Who provide you child's educational needs?

a) Father [ ] b) Mother [ ] c) both parents [ ]

d) Relative [ ] e) other specific …………………………………

2. Do you face some difficulties in caring for your wards?

Yes [ ] No [ ]

3. If ' Yes' indicate the problem [ ]

a) Lack of money [ ] b) Too many children [ ]

c) Jobless [ ] d) Have no interest in education [ ]

e) Others specify ……………………………………………

4. Do you engage your child even if he or she has to attend school?

Yes [ ] No [ ]

5. If ' Yes ', what type of activity do you engaged time or her in ?

33
 a) Sell ice water [ ] b) Care for your ones [ ]

c) Go to farm [ ] d) others specify ………………………..

6. Do you punish your child for not attending school?

Yes [ ] No [ ]

7. If ' Yes ', what type of punishment?

a) Deny him/her food. [ ] b) She or he is Canned. [ ]

c) Deny him/her not go and play with his peers [ ]

d) He or she is made to scrub [ ]

8. Do you visit your ward/wards in their school regularly?

Yes [ ] No [ ]

34