An investigation of the relationship between student absenteeism and academic performance in primary schools in Argungu LGA, Kebbi State
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Background of the Study :
Student absenteeism remains a persistent challenge in primary schools across Argungu LGA, Kebbi State, and its relationship with academic performance has attracted increasing attention from educators and policymakers alike. Absenteeism, defined as the habitual non-attendance of students, not only disrupts the learning process but also contributes to long-term educational deficits. In many primary schools in Argungu LGA, factors such as poor socio-economic conditions, inadequate school infrastructure, health issues, and long distances between home and school have been identified as key contributors to frequent absenteeism (Ibrahim, 2023). The disruption caused by irregular attendance affects both the individual learning trajectory of students and the overall classroom dynamics. Research indicates that consistent absenteeism is strongly correlated with lower academic achievement, as students miss crucial instructional time, leading to gaps in knowledge and skill acquisition (Abdulrahman, 2024). Moreover, the lack of regular attendance often results in diminished student engagement and motivation, further exacerbating the negative impact on academic performance. Educators in the region have observed that the cumulative effect of missed classes extends beyond academic underachievement; it also affects social interactions and the development of essential life skills. Despite these challenges, there is a scarcity of empirical data specifically examining the relationship between absenteeism and academic outcomes in primary schools within Argungu LGA. This study seeks to fill this gap by systematically investigating how absenteeism influences academic performance. The research will consider various factors such as the frequency of absences, the reasons behind the absences, and the academic progress of students over time. By doing so, the study aims to provide a comprehensive analysis of the direct and indirect effects of absenteeism on learning outcomes. Furthermore, the study will explore the potential mediating factors that could either mitigate or exacerbate the adverse effects of absenteeism, including the role of parental involvement and teacher interventions. In the context of Kebbi State, where educational challenges are compounded by infrastructural and socio-economic issues, understanding the dynamics of absenteeism is essential for designing targeted interventions that can enhance student retention and academic performance (Suleiman, 2023). Through a detailed exploration of these issues, the study aspires to offer actionable recommendations for educators and policymakers to improve attendance rates and ultimately elevate the quality of education provided in primary schools across Argungu LGA.
Statement of the Problem :
Student absenteeism in primary schools in Argungu LGA has emerged as a critical issue with far-reaching implications for academic performance. Despite the acknowledged importance of regular attendance, many schools face high rates of absenteeism, which adversely affect students’ learning outcomes. The problem is compounded by various socio-economic, cultural, and infrastructural challenges. For instance, the long distances between students’ homes and schools, coupled with inadequate transportation facilities, contribute significantly to irregular attendance. In addition, health-related issues and familial responsibilities often force children to miss school, leading to cumulative learning gaps over time (Bello, 2023). This absenteeism not only disrupts the continuity of instruction but also places additional strain on teachers, who must constantly address the learning deficits of absent students. Consequently, persistent absenteeism has been linked to lower academic achievement, as students struggle to keep pace with the curriculum. The existing literature highlights a strong correlation between high absenteeism rates and poor academic performance, yet there is limited localized research focusing on primary schools in Argungu LGA. The current study aims to investigate the specific factors driving absenteeism and to analyze how these factors interact with academic performance. By focusing on primary schools in Argungu LGA, the research intends to uncover underlying causes that may be unique to the region. The study will also assess the effectiveness of current interventions and policies aimed at reducing absenteeism and improving academic outcomes. Through this comprehensive analysis, the research hopes to provide evidence-based recommendations that can inform policy decisions and enhance strategies for mitigating absenteeism. Ultimately, addressing the problem of absenteeism is essential for ensuring that all students have the opportunity to benefit from a continuous and uninterrupted education, thereby laying a stronger foundation for their future academic success (Garba, 2024).
Objectives of the Study:
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To examine the extent of student absenteeism in primary schools in Argungu LGA.
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To analyze the impact of absenteeism on academic performance.
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To propose effective interventions for reducing absenteeism and improving academic outcomes.
Research Questions:
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What is the prevalence of student absenteeism in primary schools in Argungu LGA?
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How does absenteeism affect academic performance among primary school students?
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What strategies can be implemented to reduce absenteeism and enhance academic achievement?
Research Hypotheses:
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H1: Higher rates of absenteeism are significantly associated with lower academic performance in primary schools.
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H2: Socio-economic factors significantly contribute to student absenteeism in Argungu LGA.
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H3: Interventions aimed at increasing parental involvement significantly reduce absenteeism rates.
Significance of the Study :
This study is significant in that it addresses the critical link between student absenteeism and academic performance in primary schools in Argungu LGA. By identifying the root causes and impacts of absenteeism, the research will assist educators and policymakers in developing targeted strategies to improve attendance. The insights gained are expected to contribute to more effective interventions, thereby enhancing educational outcomes and fostering a culture of consistent learning in the region (Nasiru, 2023).
Scope and Limitations of the Study:
This study focuses solely on primary schools in Argungu LGA, Kebbi State, examining the relationship between student absenteeism and academic performance. It does not extend to other educational levels or geographic areas, and the findings are limited to the context of Argungu LGA.
Definitions of Terms:
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Student Absenteeism: The habitual non-attendance of students without valid reasons.
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Academic Performance: The measurable outcomes of students’ learning achievements.
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Primary Schools: Educational institutions providing basic education typically for children aged 6 to 12.
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