An appraisal of informal education in addressing the challenges of school absenteeism among secondary school students in Tureta Local Government Area, Sokoto State
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Background of the Study
School absenteeism is a persistent challenge in many educational systems, particularly in regions where socio-economic and cultural factors play significant roles. In Tureta Local Government Area, Sokoto State, high rates of absenteeism among secondary school students have been linked to various underlying issues, including inadequate parental involvement, socio-economic hardships, and a lack of engaging learning experiences. Informal education presents a promising avenue for mitigating these challenges by offering flexible, contextually relevant learning opportunities that can supplement formal instruction. Recent research suggests that informal educational initiatives, such as community tutoring programs, mentorship, and culturally relevant extracurricular activities, can significantly reduce absenteeism by making learning more accessible and engaging (Ibrahim, 2023; Kano, 2024).
Informal education is uniquely positioned to address the root causes of absenteeism by providing alternative learning environments that are both supportive and adaptable to students’ needs. These initiatives often operate outside the rigid structure of formal schooling and can be tailored to accommodate the diverse challenges faced by students in Tureta. For example, community-based learning centers offer a relaxed atmosphere where students can receive academic support, gain life skills, and build social networks that encourage regular attendance (Sule, 2025). Furthermore, by integrating local cultural practices and real-life problem-solving scenarios into the curriculum, informal education can make learning more relevant to students’ everyday lives, thereby increasing their motivation to attend school.
However, despite the recognized benefits, the implementation of informal education as a solution to school absenteeism is not without challenges. Issues such as limited funding, inadequate training for facilitators, and resistance from traditional educators can hinder the effectiveness of these programs. Additionally, the lack of systematic monitoring and evaluation mechanisms makes it difficult to assess the true impact of informal education on attendance patterns. Nevertheless, the potential of these initiatives to create more inclusive and engaging learning environments remains significant, warranting further investigation (Ibrahim, 2023; Kano, 2024). This study aims to appraise the role of informal education in addressing school absenteeism in Tureta, examining both its strengths and limitations in contributing to improved student attendance and overall academic performance.
Statement of the Problem
School absenteeism in Tureta Local Government Area poses a serious challenge to the educational advancement of secondary school students. Persistent absenteeism disrupts academic progress, exacerbates educational inequities, and hampers the development of essential life skills. While formal educational strategies have attempted to address this issue, they often fail to consider the unique socio-cultural and economic realities faced by students in this region (Ibrahim, 2023). Informal education, despite its potential to engage students through community-based and culturally relevant activities, has not been fully leveraged as a solution to this growing problem.
Many students in Tureta are compelled to miss school due to a lack of motivation, economic pressures, and insufficient support systems. Traditional classroom environments sometimes do not resonate with students’ lived experiences, resulting in disengagement and absenteeism (Kano, 2024). Although informal education initiatives have been introduced sporadically, their reach and impact remain limited due to challenges such as inadequate infrastructure, minimal financial support, and resistance from stakeholders accustomed to conventional teaching methods (Sule, 2025). These limitations have created a gap in the educational framework, where the potential benefits of informal learning remain underutilized in combating absenteeism.
This study seeks to appraise the effectiveness of informal education in reducing school absenteeism by exploring its impact on student engagement and attendance. It aims to identify the key factors that hinder or facilitate the successful integration of informal educational strategies in Tureta. By examining the contextual challenges and opportunities, the research will provide insights into how informal education can be optimized to improve attendance rates and academic outcomes among secondary school students.
Objectives of the Study
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To evaluate the impact of informal education on reducing school absenteeism among secondary school students.
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To identify the key challenges and opportunities in implementing informal educational initiatives in Tureta.
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To propose evidence-based strategies for enhancing student engagement and regular attendance through informal education.
Research Questions
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How does informal education affect the attendance behavior of secondary school students in Tureta?
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What are the primary barriers to effective implementation of informal educational initiatives in this region?
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Which community-based strategies can best improve student engagement and reduce absenteeism?
Research Hypotheses
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H₁: Participation in informal educational programs is positively correlated with improved school attendance among secondary school students.
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H₂: Socio-economic challenges significantly impede the effectiveness of informal education in reducing absenteeism.
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H₃: Enhanced community involvement in informal education leads to a significant decrease in student absenteeism.
Significance of the Study
This study is significant as it offers valuable insights into the potential of informal education to address the critical issue of school absenteeism. By highlighting the benefits and challenges of community-based learning initiatives, the research will inform policymakers and educational practitioners on effective strategies to enhance student engagement and attendance. The findings are expected to contribute to the development of a more inclusive educational framework in Tureta that supports consistent academic participation and improved learning outcomes.
Scope and Limitations of the Study
This study is limited to appraising the role of informal education in addressing school absenteeism among secondary school students in Tureta Local Government Area, Sokoto State. The research is confined to the evaluation of community-based educational initiatives within this specific geographical context, and its findings may not be generalizable to other regions.
Definitions of Terms
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Informal Education: Learning acquired outside the formal classroom setting through community initiatives and practical experiences.
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School Absenteeism: The frequent absence of students from scheduled academic activities, leading to potential educational setbacks.
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Secondary School Students: Learners enrolled in the intermediate phase of formal education, typically aged between 12 and 18 years.
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