An examination of school attendance patterns and academic performance in primary schools in Lavun LGA, Niger State
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Background of the study
School attendance is a critical factor influencing the academic success of students in primary schools. Regular attendance not only provides consistency in learning but also fosters social and behavioral development (Eze, 2023). In Lavun LGA, Niger State, primary schools have witnessed varying attendance patterns that significantly affect academic performance. Poor attendance, often linked to socioeconomic challenges, health issues, and long distances to schools, disrupts the learning process and may result in lower academic achievement (Nwankwo, 2024). Conversely, consistent attendance is associated with improved comprehension of subjects, increased participation in classroom activities, and overall better educational outcomes (Adeyemi, 2025). This study investigates the relationship between attendance patterns and academic performance in primary schools in Lavun LGA. It explores the factors contributing to irregular attendance and examines how these factors correlate with students’ academic progress. The study also considers the influence of parental involvement, school policies, and community support on attendance. With educational reforms emphasizing inclusive and quality education, understanding these dynamics is crucial for developing strategies to improve attendance and, consequently, academic achievement. By focusing on Lavun LGA, this research aims to fill the gap in localized studies and offer recommendations that can be implemented by school administrators and policymakers to foster a culture of regular school attendance (Eze, 2023; Nwankwo, 2024; Adeyemi, 2025).
Statement of the problem
Irregular school attendance remains a persistent challenge in primary schools in Lavun LGA, directly impacting academic performance. Despite numerous interventions aimed at improving attendance, many students continue to miss classes due to factors such as economic hardships, health issues, and inadequate transportation. This irregularity disrupts the continuity of learning, leading to gaps in knowledge and lower overall academic achievement (Eze, 2023). Teachers report difficulties in tracking student progress and addressing learning deficiencies caused by inconsistent attendance (Nwankwo, 2024). Moreover, while policies exist to encourage attendance, there is insufficient local data to assess their effectiveness. Consequently, the relationship between attendance patterns and academic performance remains unclear, necessitating a focused investigation. This study aims to identify the root causes of poor attendance and quantify its impact on student learning outcomes. Without addressing this issue, the long-term educational prospects of many children in Lavun LGA may be compromised, affecting not only individual development but also community progress (Adeyemi, 2025).
Objectives of the study
- To examine current attendance patterns in primary schools in Lavun LGA.
- To assess the relationship between attendance and academic performance.
- To recommend interventions to improve attendance and academic outcomes.
Research questions
- What are the prevailing attendance patterns in primary schools in Lavun LGA?
- How does attendance correlate with academic performance?
- What interventions can effectively improve attendance and academic achievement?
Research Hypotheses
- Regular school attendance is positively correlated with academic performance.
- Poor attendance negatively impacts students' academic achievements.
- Interventions aimed at improving attendance will enhance academic outcomes.
Significance of the study
This study is significant as it highlights the crucial link between school attendance patterns and academic performance in primary schools in Lavun LGA. The insights derived can guide educators and policymakers in designing targeted interventions to improve student attendance and, consequently, academic outcomes. By identifying factors influencing attendance, the study provides a foundation for strategies that support enhanced educational attainment and overall child development (Eze, 2023; Nwankwo, 2024).
Scope and limitations of the study
This study is limited to examining attendance patterns and their effects on academic performance in primary schools within Lavun LGA, Niger State. It does not consider other factors influencing academic performance outside attendance.
Definitions of terms
- School Attendance: The regular presence of students at school during scheduled classes.
- Academic Performance: The level of achievement and success demonstrated by students in their academic pursuits.
- Primary Schools: Educational institutions providing foundational education to young children.
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