ACTION RESEARCH

THE EFFECTS OF ABSENTEEISM ON THE PERFORMANCE OF LEARNERS IN SCIENCE.

A CASE STUDY AT;

IBUCHA PRIMARY SCHOOL-

P.O BOX 779 NYAMIRA

MOTTO: STRIVE FOR EXCELLENCE

ZONE: TOWNSHIP, SUB-COUNTY: NYAMIRA SOUTH, COUNTY: NYAMIRA

AN ACTION RESEARCH SUBMITTED TO KEMI IN PARTIAL FULFILMENT FOR THE

AWARD OF A DIPLOMA IN EDUCATION LEADERSHIP AND MANAGEMENT.

BY DAUDI ONGUBO

ADMN. NO. DELM /2021/46/404581

DECLARATION

I declare that this project report is the work of my hands, achieved through my own cohorts and has
not been previously published or presented to any college or university for any award whatsoever.

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Sign

BY DAUDI ONGUBO

ADMN. NO. DELM 2021/46/404581

APPROVAL

This project report has been submitted for examination with the approval of the following as a
university supervisor.

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Signed. ……………………………………

Date……………………………………..

Dr. Christine Owinyi

DEDICATION

For my wife Josephine Isoe and children Collins and Silas whose plight is my pursuit.

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ACKNOWLEDGEMENT

In appreciation for the efforts made towards the success of this study, I sincerely knowledge the
following people for being quite instrumental.

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Dr. Christine Owinyi who brought me to the study system and has always been on my side
throughout this troubling period of research.

My colleagues, Madam. Pacifica Isaboke and Mr. Stephen Tinga who have always given me
courage to come out in the best way possible.

All the respondents- pupils, teachers and the head teacher of Ibucha Primary School for their
feedback and support

All others including my immediate boss, Mr. Stephen Tinga, the Head Teacher Ibucha Primary
School, for the ample time he gave me during the period of the research, should receive early
appreciation and acknowledgement for their assistance.

DEFINITION OF CENTRAL TERMS AND ABBREVIATIONS

CBC - Competence Based Curriculum

CDF –Constituency Development Funds

Curriculum: All that is planned to enable students acquired and develop knowledge skills and
attitude
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Absenteeism- The action of staying away from school without a good reason.

ADA- Average Daily Attendance

AR-Action Research

LST –Learner success team

Education-a process of acquiring and developing defined knowledge, skill and attitude

KNEC – Kenya National Examination Council

KCPE- Abbreviation for the Kenya certificate of primary education

KEMI- Kenya Educational Management Institute

SART –School Attendance Review Team

Syllabus –all arrangement of subjects to be studied over as given period of time.

TSC –Teachers Service Commission

Truancy- the action of staying away from school without a good reason.

Performance: Change of the intended behaviors after learning

ABSTRACT

Children from more than 50% of the Kenyan population who live below me poverty do not attend
school regularly, due to unknown reasons. This has really worsened the performance in KCPE, a
primary school end of course examination which is administered by the national examining body,
KNEC. The researcher therefore to find out the impacts of absenteeism, (one of the most cited
reasons for dismal performance in such exams) on the performance in Science of the learners. The

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 objectives of this study will be to determine and establish the pupil's attitudes towards Science as
and compared to other subjects, to establish the rate rates of absenteeism in the schools towards find
out the reasons for the absenteeism and to suggest workable solutions towards eliminating
absenteeism in schools and improving performance. After the report, necessary recommendations
will be made to the government of Kenya, the Ministry of Education, the Teachers Service
Commission and the Education Management Committees to device new methodologies and
approaches to curb the problem of absenteeism in schools in order to achieve the educational and
the millennium goals and objectives.

The study will be carried out in one public primary school in Nyamira south Sub-County, Nyamira
County-Kenya. Simple random sampling techniques will be used to arrive at the required sample
while the questionnaires for parents, teachers and learners will be used to collect data.

The collected data will be analyzed deductively by the use of frequency tables percentiles and pie
charts. The analyzed data will then be used to draw conclusions and make the necessary
recommendations.

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Contents
DECLARATION………………………………………………………………………………..…..ii

APPROVAL…………………………………………………………………………………..…..iii

DEDICATION……………………………………………………………………………..……iv

ACKNOWLDGEMENT……………………………………………………………….…………v

DEFINITION OF TERMS…………………………………………………………………vi

ABSTRACT…………………………………………………………………………………..…vii

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

1.0 introduction…………………………………………………………………………......…..1

1.2 Background of the study……………………………………….……..…1

1.3 Problem statement…………………………………………………………….…….…….4

1.4 Outcomes of the study…………………………………………………………………….…..4

1.4.1 General Outcomes…………………………………………………………….….………4

1.4.2 Specific outcomes of the study……………………………………………….………..…4

1.5 Research questions………………………………………………………….……………..4

1.6 Significance of the study……………………………………………………….……………..5

1.7 Research assumptions……………………………………………………………..…..5

1.8 Limitations…………………………………………………………………………….……..6

1.9 Delimitations of the study…………………………………………………………..…………..6

1.9 Scope of the study…………………………………………………………….……..………..6

CHAPTER TWO: SCIENCE REVIEW…………………………………………….8

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2.0 Introduction……………………………………………………………………………..…..8

2.1 Absenteeism in school……………………………………………………………………..9

2.1 pupil`s attitudes…………………………………………………………………….……..11

2.2 Availability of resources…………………………………………………………..12

CHAPTER THREE: RESEARCH METHODOLOGY…………………………………13

3.0 Introduction……………………………………………………………………….…..13

3.1 Research Design………………………………………………………………………..13

Population and Sampling………………………………………………………………..13

Instrumentation………………………………………………………………..…….…..14

Piloting……………………………………………………………………………….….…....14

Data collation procedure……………………………………………………….………..14

Data analysis………………………………………………………….…………………....14

CHAPTER FOUR: DATA FINDINGS, ANALYSIS AND PRESENTATION……….16

Introduction………………………………………………………………………..……..16

Students` attitudes towards Science science………………………………………16

Choice of subjects………………………………………………………………………...18

Showing the attendance of students……………………………………….….…19

Reasons for absenteeism……………………………………………………….………..20

Approval of Science teachers……………………………………………………………22

Availability of resources……………………………………………………..….……..23

Medium instruction…………………………………………………………………….…..24

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Modes of monitoring…………………………………………………………….….…..25

Teachers perception of attitudes…………………………………………….…….…26

Analysis of average attendance……………………………………………………….…….27

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……..28

Introduction…………………………………………………………………….…...28

Summary of the findings……………………………………………………………..…..28

Conclusion………………………………………………………………………………....29

Recommendations…………………………………………………………………………29

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CHAPTER ONE

INTRODUCTION
The performance of learners in Science in national examinations in the last four academic years has
been wanting the cause of which has not been fully established Other reasons nave been cited as
being causative to the poor performance but not much research has been carried out to establish
facts on the claims. Some bits of research have been done though not as conclusive as the need is.
This has prompted the researcher to try and identify the root cause of the problem. According to the
Kenyan Daily Nation Newspaper dated 23 March 2008, absenteeism was noted to be the key cause
of poor performance in most schools.

It was in the interest of the researcher to establish the truth about the above claims and decided to
carry out this study as a Case study in order to get enough time to carry out an intensive
investigation about the topic so as to make conclusive findings.

The researcher therefore, intended to link the number of pupils absent in a term and their general
performance to establish if indeed their absence or presence in class indeed affected the final
outcome of their results in the national examinations and come up with assumptions on what would
be done to improve the performance.

1.2 Background of the Study

A child or pupils' interest is the most basic element that makes a group learning system work 10 an
organized way. From the head to the base members of this Organization, the condition of one may
affect the others. This kind of educational system is comparable to a series light connection where
in the state of one greatly affects the others Population and the percentage within that population
which causes negative feedbacks can be the primary reason of a poor product The group or
classroom type of organized way of learning has given that impact the community being the
commonly used system Its effectiveness has been proven and has never been out of fashion.

The relationship between the pupil's physical presence in class discussions and their leaning
performance are greatly relative. Class participation is just one way of measuring a child’s learning
ability. In a class, the teacher-pupil relationship is one of the most fundamental units in pupil's
learning.

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Learning is a system of group collaboration is one of the best ways in gaining knowledge. It is a
teamwork which the framework relies on an individual learning there and others learning from that
individual.

When a Pupil misses a day of school he/she must have lost the chance to hear others, interpret and
analyzing the lessons or joins the interaction within the class.

This lost is being rooted different courses and varying factors under these courses. The inquiry
might be a family situation or an individual problem. Then, under these courses are the factors that
contribute to a Child`s regular truancy. These may be finance concerns, disability, psychotic
imbalance, poor school climate, family health, transportation problems, drug and differing
community attitude towards education (Savers, D. etal, 2005).

Absenteeism is one angle view point is one of the most common of degrading performance of the
pupils. Especially to those who are included in the advance intelligence Curriculum, absenteeism
causes a great lose and may result to giving up an aimed position. It can also cause Social repletion
especially when a class is composed of a great number of students. This habit can cause a dilemma
to the school administration when big figures are involved and ay decrease the school's
performance. On the other hand, contamination of sickness and disease can be avoidable because of
the absences of a person (Marbuger, D 2001).

A pupil’s attendance may be the grounds of the results of his or her learning performance. School
administration and faculty may also affect the absenteeism rate of their pupil, and so as the
population of those who practice absenteeism affect the administration and the school itself. There
are so many fruits that the root of absenteeism can produce depending to the situation of the
respondent hence, this research will be conducted.

As per the Ministry of Education syllabus, the main objectives of teaching Science science in
primary Schools are as follows;

a) To equip the learner with adequate skills and knowledge in science for further learning and
training.

b) To equip the learner with adequate skills and knowledge to solve real life problem.

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c) To equip the learner with adequate knowledge and skills necessary for industrial development.

Despite the various recommendations made by various educational committees, there has been
persistent poor pupil performance in Science in the school. The performance in Science in the
school has been poor in the last four years as shown in the table below.

Table 1.0: Previous Performance

Year 2017 2018 2019 2020

Mean score 42.88 47.34 54.45 52.39

Mean grade C- C C+ C+

1.2 Courtesy: Office of the Head Teacher, Ibucha Primary.

From Ibucha Primary School's staff meeting minutes of February 2011, most subjects had recorded
better mean grades except in Science. As it is well known, the study of Science contributes a lot to
man's working, understanding of relationship construction of materials and comprehending of
human behavior. One of the major objectives of the vision 2030 in Kenya is for industrialization by
the year 2030, Science as a science is bound to play a vital role in the industrialization process.

The poor performance in Science by pupils who are the future tools for the industrialization means
that the process will involve importation of labor. This thereby calls for research to be carried out to
find the causes of poor pupil performance in K.C.P.E. and find out possible remedies. Such studies
have been done by man scholars in different schools. This study is therefore aimed at correlating
their findings with those from Ibucha Primary School.

However, most of our scholars have only tackled the problem at the district levels and this means
they use very small samples of the population. The study targeted bigger samples to come up with a
more detailed response from the school Science pupils" population and their teachers.

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1.3 PROBLEM STATEMENT

Pupil's performance in Science has been poor in Ibucha Primary and poor absenteeism has been
rampant over the last four years. Teachers, parents community have tried to eradicate these
problems but all in vain. It was therefore the researcher s best interest to find out the relationship
between the absenteeism the poor academic achievement especially in Science in the Kenya
Certificate of Primary Education (K.C.P.E.) examinations in the school.

1.4 OUTCOME OF THE STUDY

1.4.1 GENERAL OUTCOME

The general outcome is to investigate the causes of poor pupil performance in Science in Ibucha
Primary School. The findings would help in making recommendations would help improve the
pupil performance in Science in K.C.P.E. in the school and other schools which would be
experiencing similar problems.

1.4.2 SPECIFIC OBJECTIVES OF THE STUDY

The following specific objectives guided the researcher to compile the report.

To determine and establish he student's attitude towards Science as compare to other subjects.

To establish the rate of absenteeism in the school and find out reasons for absenteeism.

To suggest workable solutions towards eliminating absenteeism in schools and improving

performance in examinations.

To study the availability and proper utilization of teaching/ learning resources in the school.

To determine and establish the teacher, parental and learner support materials and guidance towards
to study of Science at homes, schools and other places.

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1.5 RESEARCH QUESTIONS

The following questions guided the researcher during the study

What is the students’ attitude towards Science as compared to other subjects?

What is the rate of absenteeism in the school and what is the reason for the same?

What are the workable solutions that may help to alleviate absenteeism and ne boost performance?

What resources are available for use in schools and what is the rate of their utilization?

1.6. Significance of the Study

The study would contribute to the advancement of knowledge in the following ways;

a) It would enlighten teachers on their need to monitor absenteeism in their schools to minimize
poor performance.

b) It would enlighten the school administration on the adequacy of teaching aids.

c) It would enable the researchers to gain experience in research and master other aspects and
modalities in research.

d) It would act as a reference to other future researchers on the same topic- government would use
it as a reference when seeking information concerning the topic so researched.

e) The community surrounding the school can refer to it when assessing performance to establish
causes of success and failure in future exams.

1.7 Research Assumptions

The guiding research assumptions were;

a) The pupils would always be at school.

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b) The method of data collection would be valid and form the representative sample of the real
situation.

c) Pupils' attitude towards Science would affect the pupils' performance in Science.

d) The learners would not be handicapped in anyway.

e) The pupils would be average learners.

f) The school is having qualified Science teachers.

g) No wrong information would be given.

1.8 Limitations

The factors which were likely to deter the study are:

i. The location of the school is so interior and the poor communication made it difficult for
the researcher to reach in time.

ii. Absenteeism of students from class delayed returning of the questionnaires.

iii. There were very few records kept about the presence of the study hence much information
would not be established.

1.9 Delimitations of the Study

The head teacher gave the researcher a warm welcome and full permission to carry out the study in
his school.

Other teachers assisted the researcher to administer the questionnaires.

The supervisor was always handy to assist in the area of difficulty.

1.9 Scope of the Study

The study was carried out at Ibucha Primary School at Township Zone, Nyamira south Sub-County,
Nyamira County.

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It was meant to cover performance areas specifically in Science through studying the performance
in the previous years. The research was based on the K.C.P.E. results of four consecutive years,
2009 to 2012. Examination results of these years and the school attendance registers were checked
and they assisted in the research.

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CHAPTER TWO: SCIENCE REVIEW

2.0 INTRODUCT1ON

There are a lot of factors which affect the student performances in academic areas. One of this is
absenteeism. Absenteeism is defined to the students as a deliberate or hat absence from going to
school. Everybody misses a day of school activities and school lessons now and then. But it is a
problem it the students will absent to many days in going to school, this will cause serious problem.

Absenteeism in students affects their school performances especially when they group or teamwork
for assignments and projects. Since grouping will help develops students’ cooperative and ability to
share and gain knowledge from their group mates likewise, the group acts will also miss the
opportunity of gaining knowledge from the absent learner (Koppenhaver, 2003).

According to Schmidt in 1983, absenteeism affects the students' ability to get high scores in
examinations which can cause the decreasing of grades or the student may fail and will cause
him/her to repeat the sane year level. Learners who have spent time attending classes have a
significant, positive effect on learner’s performance. Learners that participated exhibited higher
grades and scores in examinations that the student.

Mar Burger states that the difficulty inferring the effect of absenteeism on performance because,
once a learner is absent in a class, he or she may miss the opportunity of learning other techniques.
He found out that missing in class progresses the likelihood of missing examination material
covered that day compared to the students who were present in the class (2001).

The issue of poor performance in science by pupil in most schools has raised a lot of concern to
many researchers. This has simulated researchers to investigate the causes their studies are directed
towards formulating strategies, methods and ways in which poor performance can be rectified. The
basic issue to be tested for proof is the relationship between absenteeism and the children
performance in exams. The studies discussed below were found useful in forming the back ground
to the study.

A perplexing and potentially devastating set of problems faced by many school based professionals
involves student absenteeism and school refusal behavior. School absenteeism refers to absence
from school for any legitimate or illegitimate reason for an entire day.
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Reason regrinding illegitimate school absenteeism, school refusal behavior refers child's motivated
refusal to attend school and/ or difficulty in remaining in classes for a day, or part thereof. Although
school based health professionals are common confronted with youth who miss school or who
attempt to miss school programs purpose of this article is thus to outline the major characteristic of
school absenteeism and reasons for the same.

2.1. ABSENTEEISM IN SCHOOLS

Frequent absenteeism of learners from school is a major factor that seems to affect performance of
candidates in national examinations. The daily nation, a Kenyan newspaper dated 23/03/2008 ran a
column describing the negative effect that had been realized in performance of exams by learners.
In the paper, the columnist showed a great disparity in performance between children who attended
school frequently and those who missed.

The performance of candidates from dry areas such as eastern and north eastern provinces keep
deteriorating every day as their areas keep on becoming drier and drier.

This has rendered the candidates get prone to hunger and the poverty of their parents force the
children to skip classes as they go looking for food and water In addition, they also take part in
rearing the large flocks of animals that characterize the nomadic lives of people in these areas.

The nomadic life in itself is a hindrance, where by the children move from place to place with their
parents in search of the scarce commodities- food, water and pasture for their animals [Daily nation
March 23 2008).

According to Rosenthal and Jacobson [1996] partial or total absence of a child from class
disconnects the learner from the learning process, as a traveler jumps over a section of the road, not
knowing the potholes, humps and corners of the part skipped therefore implies it's very necessary
for children for children to in order to comprehend, associate and link the patterns of knowledge
that is taught.

Cohen, [1994] when talking about child labor and child rights says "the child who 1s taken as slave
is never allowed to go to school. He/she is made to stay at home and help to perform household
chores, which are otherwise meant for adults. If he/she happens to g0, the attendance is so irregular
and it's very difficult to follow the attendance sequence. Most knowledge spill away and their
9
academic achievements remain unpredictable" (Cohen 1994) According to the above excerpt, it's
clear that when a learner stays out of school, much of which 1s taught in their absence passes them.
This therefore implies that their academic achievements become limited Darls C. [I985], in Kathuri
NJ. And Pals A.D [1993] describe the learning process as a spherical mountain, with climbing
steps. Darls explains that while a learner 15 a strong mountain climber, he should ensure that he
masters all the steps and correct procedure of climbing the tall mountain. If he misses one step
[lesson) he is likely to fall down the steep slope [fail in the exams) and the injuries sustained will be
big and sometimes fatal. It is therefore imperative that all children should be in school throughout
the term to ensure spontaneous continuity in the learning process.

According to the national center for health statistic, only 27.5 % of the youth aged 5-1 7 years in the
United States in 2003 had missed no school days due to injury or illness. Instead, many had missed
1-2 days (26.8%) 3-5 days (28.196) 6-10days (11.36) or 11 days (5.46). In addition 0.9% of youths
did not attend school at all. Rates of severe absenteeism and school 11 + days tended to be higher
among adolescents youth with fair/poor health than youths with excellent/very good health 27.29%
vs. 4.4%] www.cdc.gov/nchs/nhis.htm

Common health related reasons for legitimate absenteeism include general illness, gastrointestinal
distress, influenza, allergic rhinitis, respiratory illness, dysmenorrheal, diabetes, head louse
infestation, or dental disease and chronic pain and illness such as cancer, crowns disease,
dyspeps1a, headache, hemophilia, irritable bowel syndrome, and chronic fatigue syndrome. In
addition, conditions that aggravate these health problems have also been linked to absenteeism,
most notably air pollution and carbon nitrogen dioxide. Asthma, however, is the largest medical
contributor to absenteeism Asthma affects 13% of youths younger than 18yrs and the youths with
asthma miss 3 times more school days that their peers without asthma. Asthma and absenteeism a
closely linked not only in the United States but also worldwide.

School absenteeism may be due to other legitimate reasons as well. Examples include observance
of religious holidays, important family functions such as a funeral. Poor weather conditions, and
approved exemption for school attendance or work study programs. A large majority of school days
missed, perhaps as many as 80% are due to these legitimate reasons. However, many youths
deliberately missed or experience substantial distress regarding school that prompts attempts to
miss school. Such behavior is a main focus on this research.
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2.1-PUPILS' ATTITUDES

Oliver | 1994) defines attitudes as “how we feel and think about any one or the a thousand and one
elements in our surrounding”

These attitudes can be developed because they are feelings and feeling develop when one perceives
the object. This implies that attitudes are not acquired, innate or permanent. They can be developed,
modified, improved or changed.

From the above definitions it can be said that teachers, parents and peers have a role to play in the
way students perceive Science. Some view it as a difficult subject only meant for intellectual while
others base it to gender and argue that it is a feminine subject. (Nicola Yelland, 1998).

Girls believe that boys do better in Science and they boys only concentrate on sciences. Other
people believe that science is an issue of genetics and therefore some families have ability to learn
science.

Givinot [1972), in his book, Teacher and Child, noted that, "a child becomes what he experiences
but the pupil's will and ability to achieve matters a lot. Therefore whatever the child watches,
witnesses or hears from adults about a certain topic, idea Subject will have a great influence on the
perception of the child and hence will determine the attitude to be in the child.

This calls for parents to create positive attitudes of Science in their learners by encouragingly
teaching using the best methodology, the best resources and making science practical rather than
theory.

Adenson (1963) comments that learners acquire attitudes towards the subject matter through
interaction with the learning process as well as the curriculum. Interaction in this perspective refers
to extrinsic factors that influence the perception of Science in the leaners views. Such characters
include culture, background, and pupil's status in his/her social grouping, socioeconomic based and
peer group influence. Additional columns of the ministry of education newsletter [Jan and
Feb.2006], noted that, "effective implementation of the curriculum calls for adequate and relevant
supply of text books and related school equipment". An article in the daily nation dated 30 July
2006, indicated that lacking aids and failure to expose pupils practical work contributes to poor
performance in schools.
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It is also worth to point out that, studies of peoples' performance by Colin Wood 1977 on cognitive
exams showed correlations that were so low to suggest that they were not measured to the same
range of facilities. This implies that teachers tend to dwell on the theory than practical parts of a
subject hence performance is poor. This could be due to lack of facilities in the school, ignorance of
the teachers on the importance of practical parts of the lessons or negligence by teachers. Eshiwan
1982), noted that lack of adequate facilities contributes to low performance in exams both in
primary and secondary school.

Daily nation dated 24/08 /2001, states that, lack of regular in service programs for teachers reduce
their efficiency in the delivery of concepts. Rosenthal and Jacobson (1969) in their research found
that, teacher pupil interaction is important in the understanding of children's self and different
achievement. They attribute the intellectual gain and the reading performance of the pupil to the
teachers, parents and all the concerned to endeavor to create the right attitudes in Learners, thereby
ensuring better performance in examinations, Science not exempted. (J.Amos Hatch, 1995).

2.3 AVAILABILITY OF RESOURCES

Editorial columns of the Ministry of Education newsletter (Jan and Feb 2006) noted that, effective
implementation of the curriculum calls for adequate and relevant supply of textbooks and related
school equipment. An article in the daily nation dated 30 July 2006, indicated that lacking of
teaching aids and failure to expose pupils to practical work contributes to poor performance in
curricular and co-curricular activities. It is also worth to point out that, studies of pupils'
performance by Colin wood on science exams showed correlations that were so low to suggest that
they were more concerned with the theory parts of studies than on practical science hence
performance is poor. This could be due to lack of facilities in school, ignorance of the teacher on
the importance of practical lessons or negligence by teachers. Eshiwan (1992) noted that lack of
adequate facilities contributes to low performance in exams in both primary and secondary school.

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CHAPTER THREE: RESEARCH METHODOLOGY

3.0. INTRODUCTION

This chapter gives the method and rationale for the sample population selection and the description
of the research instruments used in data collection and information from the school's Science pupils
and teachers.

3.1 RESEARCH DESIGN

The study adopted a case study and focused on Ibucha Primary School, in Township Zone,
Nyamira south Sub-County of Nyamira County.

3.2. POPULATION AND SAMPLING

The target population was the Science candidates and teachers in Ibucha Primary School. For the
pupil sample, all the candidates in the school class eight were sampled. For the teachers, the sample
comprised all the Science teachers in the school.

TABLE 3.1 SHOWING POPULATIONS AND SAMPLING

school Population of sample Population of sample

teachers pupils in the
school

primary 10 6 250 48

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3.3 INSTRUMENTATION

The researcher used questionnaires for pupils, parents and teachers. The questionnaire for learners
were objective based because this was a convenient way of collecting uniform data and easy for the
young learners to fill.

This questionnaire for learners were set in such a way that the respondents would be subjected to
the questions where they would have several choices to choose from.

They were free to put a tick on their choice and this was done with a lot of ease. The teachers were
semi structured in that they had both structured and objective questions. The objective questions
were meant to test the common ideas or perceptions while the structures questions were meant to
collect individual opinions of teachers.

Information from parents was collected by the use of interview schedules. This involved the use of
open questions which the researcher applied personally to individual parents. Their responses were
also captured and contributed to the conclusions at the end of the study.

3.4 PILOTING

The instruments (questionnaires) were first pre-tested with a different set of respondents' I.e. the
other teachers who do not teach science in the school and pupils from standard seven. This was
meant to test the efficiency, efficacy and the worthiness of the tools of collecting data. The pre-test
(piloting), however successful it was, did not have its results included in the final result of the
study.

3.5 DATA COLLECTION PROCEDURE

The questionnaires were handed over to the respondents and they were given three days to fill them
at their own pace. After filling them, they were handed back to the researcher and they were put
ready for the analysis.

3.6 DATA ANALYSIS.

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Once the completed questionnaires were received, the data was recorded according to the different
respondents groups i.e. for teachers and learners. It was then tabulated and edited ready for analysis.
The editing was focused on the objectives which were frequently addressed by a majority of
respondents. Those areas which were of more prominence and significance to the research were
tabulated. From the tabulated data, descriptive statistics using frequencies and percentages of the
causative factors to the research questions used to support or reject the hypothesis.

15
CHAPTER FOUR

DATA FINDINGS, ANALYSIS AND PRESENTATION

4.0 INTRODUCTION

In this chapter, the raw data collected is tabulated in tables, analyzed and then presented inform of
graphs and charts. The tabulated information is used to calculate the frequencies which are in turn
used to calculate the percentages. The percentiles are interpreted into pie charts, bar graphs and
pictograms,

The information on the figures reflects the reactions and responses of the respondents toward the
questions in the questionnaires which were set, based on the objectives of the study.

4.1 Learners' Attitudes towards Science

When asked about their attitude towards Science, it was realized that a majority of the learners
didn’t like it. A few liked it averagely while very few showed a great appreciation into it as shown
in the following table

Table 1 learner's attitude

CATEGORY FREQUENCY PERCENTAGE NO. OF DEGREES

Great desire for 6 12.5% 450

Science

Average desire 14 29.17% 1050

Low desire 28 58.33% 2100

total 48 100% 3600

The above table depicts that more than 80% of the learners did not like Science. This table can be
interpreted in form of a pie chart as follows
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 STUDENTS ATTITUDES TOWARDS SCIENCE

450

Great desire for Science

105 average desire for science

0

Average desire for Science

Low desire for science 210 0

Low desire for Science

From the cycle chart it's evident that the desire of candidates to learn Science is an uphill task. They
either don't have the means or the interest was not created before they knew it. Concerning the
choices of subjects, only three children chose Science. Most of them went for Kiswahili and few
settled on Science as shown on the table 2 below:

Table. 2 Shows Choice of Subjects

SUBJECT FREQUENCY PERCENTAGE

Maths 14 29.17%

Science 3 6.25%

English 8 16.67%

Kiswahili 16 33.33%

SS/RE 7 14.58%

17
 TOTAL 48 100%

From this table it was realized that pupils in that class were not ready to attempt Science subject

The above table would appear graphically as follow

Figure.2 Shows Choice of Subjects

From The graph above is a true witness that students do not like Science as a science. They prefer
social studies, Kiswahili and mathematics compared to Science. Concerning absenteeism, it was
realized that all of the 48 pupils in that school had missed school for at least one day in a week. The
table of attendance was as follows

CHOICE OF SUBJECTS

40

30

% SCORE

20

0 MAT SCI ENG KIS SS/RE

SUBJECTS

18
Table.3 Showing the Attendance of Students

ATTENDANCE FREQUENCY PERCENTAGE

0 3 6.25%

1 30 62.5%

2 10 20.83%

3 5 10.42%

TOTAL 48 100%

This table shows that more than half of the class had missed school for one day that week

In table 3 above, if converted into a pictogram it would appear as follows

Figure.3 Shows Rate of Absenteeism

On average, it was realized that absenteeism was very rampant in the school and that all the
candidates; (standard 8 pupils) had missed school at least once in the term. This was a clear
19
 indication that absenteeism was a major contributor to the poor performance in the school and
especially in Science.

When children were asked the reason for missing classes, most of the cited family or domestic
chores as a main reason. None of them cited school fees as the primary school in Kenya are given
free primary education funds. Their responses were as follows;

Table 4 Reasons Tor Absenteeism

REASON FREQUENCY PERCENTAGE

Sickness 12 25%

School fees 0 0%

Domestic chores 36 75%

total 48 100%

From the above table, it's evident that the absenteeism of learners from school originated from their
families. Most of them miss with or without the consent of the parents. The table above can be
shown graphically as follows;

REASONS FOR ABSENTEEISM

900

Sickness sickness

2700 school fee

Domestic chores domestic chores

20
Figure 4 Reason for Absenteeism

According to the above chart, the Learners who missed school that term were more than those who
did not miss. The parents, whom the children cited to have involved them in household chores were
yet to confirm the claims but it's likely that school refusal behavior would have contributed to the
absenteeism.

When asked if their parents knew about their absence from school, 25 of them said to the
affirmative while half of them denied. This shows that the parents must have been aware of the
absence.

The result of the students liking their Science teacher are shown in the table below;

Table.5 Shows Approval of Science Teacher

CONFIRMATION FREQUENCY PERCENTAGE

Much 18 37.5%

Very much 5 10.4%

Not much 25 52.1%

TOTAL 48 100%

21
This information can be depicted into a bar graph as shown below

60 key

50 percentage

Learner liking Science 40

Teacher as % 30

20

10

0 Much Very Much Not Much

Figure 5 shows approvals of learners of Science teachers

The graph above shows that a majority of the learners in that class did not like their Science
teacher, for a reason known to them. However, science teachers usually tend to be strict on them
and tend to be punitive on the weak and they are not so attentive learners.

This is what the researcher attributed to the dislike of the students of the teachers.

On the availability of resources for teaching, the learners had diverse views.20 of the 48 pupils
confirmed that they had access to some learning material while a majority said that they didn't have
enough.in percentiles, 58.3% denied having ever used any science learning devise while 41.7%% of
them said yes.

22
Table.6 Shows Availability of Resources

CONFIRMATION FREQUENCY PERCENTAGE

Yes 20 41.7%

No 28 58.3%

TOTALS 48 100%

The above table is an indicator that most pupils in the school have no access to the teaching and
learning facilities, either because of the facilities are not available or because the facilities are never
exposed to the learners

Concerning the usage of the resources cited by the researcher, learner’s responses were as

Shown below,

Table 7 Shows Medium of Instruction

RESPONSE FREQUENCY PERCENTAGE

Library books 20 41.7%

Radios 13 27.1%

Charts 13 27.1%

Videos and tape players 2 4.1%

Total 48 100%

23
Library books seemed to have been accessed by a majority of learners, although the percentage of
their usage was still below bar (42%). Learning facilities such as videos and tapes were as low as
4.1%, a figure suggesting that the need for such media was wanting.

PERCENTAGE

50

40

30

% 20

10

Library Books Radios Charts Videos and

players
Medium of instruction

Figure.6 Medium of Instruction

Radios and charts seemed to have been used but minimally an indication that in general, the usage
of teaching aids in the teaching of science was still below average.

This called for a review of the teaching methodology of the teachers concerned so as to include the
facilities in their plans to ensure they change the learner's attitudes towards science.

According to the teachers responses, only six science teachers returned their questionnaires and
their responses were as varied as those of the learners. Out of the six teachers, only one of them was
unemployed while five of them were employed. This showed that 80%% of teachers were
employed. This was encouraging and therefore no reason for poor performance. Concerning
absenteeism, the teachers showed a disparity in the way they monitor their learners attendance as
shown below

24
Table. 8 Shows Modes of Monitoring

OPTION FREQUENCY PERCENTAGE

Register 3 50%

Class governors 2 33%

Parent report 0 0%

Check list 1 17%

Total 6 100%

From the above table, It was evident that teachers are concerned with the absence of learners but
use varied methods of monitoring. Although some methods may not be accurate, such as use of
class monitors. The monitors may be biased and hence avoid reporting mates to teachers when
absent. The above table can be interpreted into a pie chart as shown below

MODES OF MONITORING

register

1800 Register

Class governors

1200 600 checklist parent reports

Class governors checklist

Figure 7 Shows Modes of Monitoring

25
 It was realized that class registers were the most convenient way of monitoring pupils’ attendance
and especially when used by the teacher himself. When teachers were asked about their assessment
the pupils’ attitude towards Science, their responses were also varied as shown below

Table9 Shows Teachers Perception of Attitudes

RESPONSE FREQUENCY PERCENTAGE

Poor 2 33

Good 1 17

Very good 0 0

Negative 3 50

TOTAL 6 100

From table 9 the following graph can be draw

PERCENTAGE

50

40

% 30

20

10

0 poor good v. good negative

Figure 9 shows teachers perception of attitudes

26
 The teacher's responses summed up with the pupils responses on the attitudes is an indication that
generally, learners had a negative attitude towards Science. This called for concerted efforts to
improve the attitude of Learners towards this subject. Concerning the average attendance, the
following table shows teachers responses.

Table 10 shows analysis of average attendance

RESPONSE FREQUENCY PERCENTAGE

Below 20% 1 17%

Between 20%-40% 4 66%

40%-60% 1 17%

60% and above 0 0%

TOTAL 6 100%

The table of attendance can be interpreted into a bar graph as shown below

PERCENTAGE

70

60

50

40

% SCORE 30

20

10

0 below 20% between 20-40 40-60% 60% and above

Responses

27
Figure 9: Analysis of average attendance

The above attendance graph indicated that the general attendance of learners in one term is far
below average. This absence can be attributed to several reasons which in turn can be causes of
poor performance of Learners in Science, hence poor grades in the final exams.

The issue of average performance in Science by teachers also reflected the same trend as in the
learner. All learners depicted an average performance which was below average i.e. 50%. Below

This was a worrying trend for which they were also interested in finding the remedy.

CHAPTER FIVE

28
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 INTRODUCTION

This section deals with the summary of the data findings, conclusions and the researchers
recommendations.

S1 SUMMARY OF THE FINDINGS

From the foregoing chapter, it was realized that indeed absenteeism is a contributing factor towards
poor academic performance, especially in science. It was realized that the rate of absenteeism in the
school was very high (62%). All children had missed school at least once in the term. The children's
interest in learning Science was very low and their attitude towards Science was on the lower scale
(12.5%).

It was also realized that parents contributed a great deal (either directly or indirectly) in the
absenteeism of the candidates since domestic chores won a whopping 74% out of the four choices
given for missing school.

From the same findings, the learners attitude towards their Science teacher was very low, (only
10%), while those who admired the teacher on average were only 20%. The rest neither had a desire
for Science nor did they admire the Science teacher according to the study, the availability of the
study resources was also below average 40% and this was an indicator that apart from absenteeism,
other factors such as lack of availability and exposure to teaching facilities also contributed to
failure in exams. According to both teachers and learners, the greatest learning facility that was in
use was textbooks which won 40%. The rest were down below average

Teachers were found to be effective in monitoring absenteeism in their classrooms and had varying
methods. The method mostly used was the class registers at (50%).

5.2 CONCLUSION
29
 In general, it was realized that the poor academic performance was caused by absenteeism as a
major factor, coupled with sickness of learners, lack of resources and the negative attitude created
in the learners. Science was not in the best interest of Learners because most of them had a very
negative attitude towards the same. Absenteeism therefore needs to be curbed and other means
needs to be sought in order to improve the performance of learners in the school.

Further research also needs to be carried out in order to establish ways and means of improving the
attitudes of learners towards science and especially Science as a subject.

5.3 RECOMMENDATIONS

The researcher recommends the following practices as strategies and activities having a positive
effect in encouraging pupils to regularly attend all their school classes

1. Clarify school standards related to attendance by making sure pupils understand that any
unexcused absence of more than 30 minutes counts as a UN excused absence from school. This
means that 'ditching "a single class for more than 30 minutes counts as an unexcused absence
during that school day. Three unexcused absences of more than 30 minutes in one school term
make a student a "truant!" and parents will be formally notified if their children become classified
as "truant"

2. Publicize the consequences of becoming classified as truant and enforce them consistently. For
example, parents should be notified they have a right to meet with appropriate school personnel to
discuss solutions to their children' truancy when the pupil first meets the definition of a truant, and
pupils should be notified that they are subject to suspension and restriction.

3. Monitor pupils' attendance and absence through a computerized attendance record keeping
system that keeps track of any unexcused absences that are more than 30 minutes.

4. Keep accurate attendance records that show who has been reported as a truant three or more
times per school term and what efforts have been made to hold a conference with the parent or
guardian and with the learner.

30
5. Place responsibility for verification of excessive excused absence for illness on parents and
pupils. If the reasons for the absence are not verified by a doctor or appropriate school official,
count those absences as unexcused.

6. The government of Kenya should embrace modern technology and avail telephone services in all
schools such that teachers can telephone parents/ guardians in the evening or at work to verity
absences.

7. Use bilingual aides to contact parents with limited Science speaking ability and send out school
attendance notification letters in the science to the family.

8. Make home visits concerning pupils’ absence it parents/ guardian cannot be reached by
telephone.

9. Install a telephone recording unit to record absence excuses before school opens and to reduce
the workload of the staff in the morning. Advertise the service in the local newspaper or by letters
to all parents. Distribute a small card, similar in size to a business card, which gives the school's
answering service number and directions for reporting the reasons for absences.

10. Set up a telephone hotline in the school county attendance office that allows community
residents anonymously report apparent truants so that school attendance complaints can be
investigated pursuant county education directions; include the hotline number on phone number
stickers distributed to the community with police, fire, and other emergency numbers.

11. Refer pupils with frequent absences to a counselor, administrator, or school social worker to
diagnose the problem and recommend solutions to alleviate the circumstances that are contributing
to the truancy.

12. Post the names of perfect attendees in a highly visible place in the school notice board for
encouragement and social recognition.

13. Send commendation letters to learners and parents for perfect attendance and improved
attendance.

31
14. Seek small or large financial incentives from the parents' association to be awarded to the
classroom with the best attendance record; allow teachers to spend financial rewards for any
purpose selected by the class members or the teacher.

15. Initiate make-up classes conducted on one day of a weekend when a learner-deemed truant;
use a "no-frill room in school and establish an after -school or weekend study program for pupils
who fail to attend.

16. Refer learners with persistent attendance problems to a Learner Success Team (LST) or a
School Attendance Review Team (SAR), which should include teacher’s administrators,
counselors, and a school psychologist. Be sure that the parent guardian and the learner attend the
LST or SART meeting.

17. Initiate a "cross-age Helper system in which older school pupils with good attendance are
permitted to assist younger children on a weekly basis.

18. Personalize relationship between children and attendance office personnel; ask office aides,
clerks, and secretaries to make individual contact with "high-risk" pupils on a daily basis.

19. Refer truant learners and their parents to outside agencies for counseling.

20. Emphasize the importance of school attendance to children with long- term, non-contagious
diseases that tend to keep children at home (e.g., asthma, diabetes, epilepsy and sickle cell anemia);
'encourage and support these pupils at school and make sure these pupils are allowed to complete
all assignments and tests missed during legitimate absences that can be reasonably provided.

21. Display attendance graphs in the faculty room to show attendance comparisons between current
and past school years and publicize the loss of Average Daily.

Attendance (A.D.A) funds due to unexcused absences.

22. Provide school a pro-rata share of the increased ADA. Funds generated by their attendance
improvement efforts, together with the Constituency Development Funds (C.D.F).

32
23. With the new devolved system of government in Kenya, each county should come up with its
own modalities of awarding, rewarding and penalizing parents who without reason keep their
children away from school.

APPENDIX A

STUDENTS' QUESTIONNAIRE

DEAR RESPONDENT

YOU ARE HEREBY ASKED TO ANSWER THE FOLLOWING QUESTONS BY PUTTING A

TICK IN THE CORRECT ELIPSE. THESE QUESTIONS ARE ONLY MEANT FOR
RESEARCH AND WIL NOT LEAD TO ANY VICTIMIZATION OR ANY MONETARY
BENEFTT WHATSOEVER PLEASE ANSWER THEM IN CONFIDENCE AND
TRUTHPOLLY

1. What is your age?

10-11 years 12-13 years 14-15 years 16-17 years

2. How many subjects do you take in the school?

5 4 7 8

3. Among the following subjects, which ones are your best?

Sciences Arts Humanities Science

4. Given a choice, which subjects would you substitute for physical education?

33
 Science Kiswahili Maths SS/RE Science

Do you like Science?

Yes no

6. If you do, how do you like it?

Very much averagely not much

7. If you do not, why? (Tick one)

It is done.

It is hard in Exams

It is poorly taught

I here are no materials.

8. Do you think it's important to learn Science in school?

34
 Yes No

9. How many days do you miss school in a term?

0 1-3 4-6 7 and above

10. What makes you miss school?

Sickness school fess domestic chores

11 Do your parents/guardians know that you missed school?

Yes no

12. How much do you like your Science teachers?

Library books

Radio

Charts

Video/ disk player

13. Do you have enough learning materials that you use in learning Science?

Much very much not much

14. Do you have enough books for Science?

Yes no

Thanks for your sincere and honest answer

35
APPENDIX B

QUETIONNAIRE FOR TEACHERS

DEAR RESPONDENT,

YOU ARE KINDLY REQUESTED TO FILL THIS QUESTIONNAIRE AND FORWARD IT TO

THE RESEACHER IT IS MEANT TO ESTABLISH FACTS ABOUT SCIENCE TEACHING
AND LEARNING IN YOUR SCHOOL. IT IS PURELY MEANT FOR RESEARCH AND HAS
NO MONETARY VALUE ATTACHED. KINDLY BE HONEST AND OBJECTIVE IN YOUR
ANSWERS

1. Name (optional)

2. Age 20-25 26- 30 31- 35 36 and above

3. Sex male female

4. Professional qualifications

Certificate diploma degree none

Academic qualifications

O level A level diploma graduate

36
6. Which level of pupils do you handle in school?

Pre-school Lower Primary Upper Primary all

7. Which subject do you teach?

Science Kiswahili maths science ss/re

8. Are you a class teacher?

Yes no

9. If you are, how do you monitor the attendance of you students in class?

By calling register

Through class monitor

Through parents report

Through check list

10. What is the average attendance in your class learners in a term?

37
 Below 20% between 20-40 between 40 -60 60 and Above

11. According to you, what makes the learners to miss sch0ol (please give reason)

12. What is the general average performance of your school learners in Science?

Below 20% 20-40% 40-60% Above 60%

13. What teaching aids do you have in school that you use in teaching Science?

Library books

Radio

Charts

Videos

38
 Others (specify)

14. According to your assessment, what is the general attitude of your learners towards Science?

Poor Good v. Good Negative

15. As a teacher, what challenges do you face while teaching Science?

Students negative attitudes

Poor motivation from administration

Lack of facilities in school

The subject itself is tedious and difficult

The subject is costly and too involving

Poor government policy

39
 16. What are your personal suggestions towards improving performance in Science?

1.

2.

3.

4.

17. Please give your opinion on ways of curbing absenteeism in your school/class.

1.

2.

3.

Thanks for your sincere and honest answers

40
APPENDIX C

HEAD OF SCHOOL'S QUESTIONNAIRE

Do you have enough science teachers in your school?

Yes no

Do you have adequate facilities to teach Science in your school?

Yes No

When admitting pupils, do you pay attention to their marks in Science

Yes No

What proportion in your school scores 60marks and above in Science

Less than 10%

Below 25%

41
 20 to 25 9%

More than 50 %

What do you think is the to blame for the poor performance in Science in most school?

Tick only one

Pupils

Science teachers

Lack of facilities

School administration

Suggest two things which can be done to improve performance in Science

What do you normally do to pupils who miss school?

Punish them

Expel them

Suspend them

42
 No action

APPENDIX D

PROJECT BUDGET

ITEM QUANTITY UNIT PRICE TOTAL COST

Foolscaps 2 reams @ sh500 Sh 1000

Pencils 10 pcs @ sh10 Sh 100

Typing Papers 15 reams @ sh600 Sh 1200

Pens 15 PCS @ sh20 Sh 300

White Out 2pkts @ sh130 Sh 260

Razor Blades 4 pcs @ sh30 Sh 30

Field Notebooks 4pcs @ sh200 Sh 1000

Folders 5pcs @ sh200 Sh 1000

Sub-Total SH 4890

PERSONNEL

Typing @ 1,780.00

Printing @ 572.00

Binding @ 350.00

Photocopying @ 450.00
43
Traveling @ 4,400.00

Miscellaneous (@ 2,000

Sub-total 9,552.00

GRAND TOTAL 14442.00

APPENDIX E

TIME FRAME

NO ACTIVITY/ DESCRIPTION TIME/PERIOD

1 Proposal writing and consultation August

2 Preparation of instruments August

3 Piloting of instruments August

4 Consultation September

5 Data collection September

6 Data analyzing October

7 Consultation October

8 Preparation of draft report November

9 Final report writing November

10 Submission of final report December

44
REFERENCES

Burton Which (1972 the Guidance of Learning Activities, New York, Oxford University Press,

London.

Dasr C.(1985): Science Teaching in Schools, London Sterling Publishers Private Limited.

Glenda McNaughton, Sharme A. Roife and iranm Siraj, (20011, doing Early Childhood Research

Perspective, Allen and Unwin Publishers Ltd Crows Nest-N.S.W.

J. Amos Hatch, (1995). Qualitative Research in Early Childhood. Settings, Praeger Publishers Ltd,

West Port City.

Kathuri N.J and Pals A. D. (1993): introduction to Educational Research. Njoro E. M. C. Egerton

University, Kenya.

Mark J. M. (1980) Science and Society, London Sounders College.

Wachanga W. S. (1990) Science Education, Science Subject.

Ralph Taylor (1974) Basic Principles of Curriculum and Construction, Chicago, USA.

Romani. O. Osato, (2008) Teaching Methods Blamed For Poor Results, Nairobi, Daily Nation of

August 2008.

Nicola Yelland, (1998), Gender in Early childhood, Routledge Publishers Ltd. London.

Sanra Mattison & E. Wayne Ross, (1991) Defending. Public Schools, The Nature And Limits Of

Standards- Based Reform And Assessment.

45
Wheelder D. D. (1974) The Curriculum Process, Holder and Strengthen publishers, London.

46