Int. J. Adv. Multidiscip. Res. (2018).

5(12): 8-19

International Journal of Advanced Multidisciplinary Research

ISSN: 2393-8870
www.ijarm.com
DOI: 10.22192/ijamr Volume 5, Issue 12 -2018
Research Article DOI: http://dx.doi.org/10.22192/ijamr.2018.05.12.002

Cause and possible solution to the problem of absenteeism on

students’ academic achievement: The case of Seco
ndary Schools Addis Ababa., Ethiopia.

Messeret Assefa*
Associate Professor, College of Education and Behavioral Studies,
Department of Curriculum and Instruction, Addis Abba University, Ethiopia

Abstract

The purpose of this study was to investigate the cause of absenteeism and suggest a possible
solution to the problem of absenteeism on students academic and school performance in
selected secondary school in Addis Ababa. The relevant literature was reviewed to secure
the methodology and the findings. The study adopted descriptive survey design and a mixed
method approach. A combination of purposive and simple random sampling technique were
Keywords applied to accommodate the variety of respondents from five different secondary school of
Addis Abba. The study used questionnaires and interview schedules to collect primary data
Cause of absenteeism, from 100 teachers, 250 students and five secondary school principals. The study was carried
problem of out in between February up to June, 2018. The findings shows that as the causes of
Absenteeism, absenteeism the lecture are not connected to my life, low parent education and negative
Academic Performance, attitude towards teachers are found to be the most rampant causes of absenteeism. This in
Secondary schools. turn leads to poor academic performance, students drop out, graduating half-baked students,
poor curriculum coverage and loss of interest in learning and it affects the school image.
The study also provides an effective solution to improve students’ attendance. These
strategies' include; promoting possible measure to students’ absenteeism, parental
involvement and participation, developing students’ guidance and counseling program,
encourage good communication among the school community, reward students with regular
attendance. In conclusion, to curb the problem of student absenteeism principal,, teachers,
students and families need to have a shared understanding of their children’s education and
work as cohorts to meet their anticipated goals.

1. Background school students acquire comprehensive knowledge and

skills responsible to the emerging multifaceted needs
The past few decades have shown a wonderful growth of the society and the economy. The major policy
in the provision of secondary school education in objectives, in this context, included increasing access,
Ethiopia. Parallel to this, the secondary education equity in the provision of secondary school education,
subsector came up with a number of policy objectives improving of quality of secondary education,
set to facilities the expediency of secondary education enhancing efficiency and effectiveness in the delivery
both in its form and content. As such the policy of secondary education services.
objectives out lined in-depth by which secondary

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In this regard, ensuring better school attendance Increasing trend of absenteeism results in the
indicated to be one of the factors boosting higher likelihood of psychological problems of. depression or
academic achievement for students in all levels and for behavioral disorders on the part of students. Such
children of low income families in particular (Epstein psychological problems may be characterized by
& Sheldon, 2002). Accordingly, students with regular behavioral patterns such as involvements in violence
school attendance are found to have higher test scores inside and outside of the school teenage pregnancy,
compared to their counter parties exhibiting frequent quitting school and acquiring harmful habits (Gothfied
absence (Loch Miller (2013). Attendance not only 2009, Lannegrand-Willems et al., 2012; Robinson,
affects individual students but also can affect the 2009; Gentle-Genitty, 2008; Jeter, 2011. From these
learning environment of an entire school. findings one can safely conclude that absenteeism in
young pupil learning in schools is one of the many
(Railsback, 2004). In her study, indicated that most predictors for academic failure as well as risky life
students allude to the teacher attitude as one of the style after school. Therefore, failure to take early
major cause for their frequent absenteeism and even measures on absenteeism will have far reaching
dropout. Further she noted that, students also had repercussions ranging from academic future to school
negative things to say about their teacher failure to be dropout.
accommodative of individual differences in students
learning. Some students indicated that since classroom Needless to state, most if not all students are shown to
lessons are quite boring and lacks the rigor for vibrant be tempted to miss class sessions at one time or
interaction, learners feel de motivated to show up in another. According to Teastey (2004), this general
classes regularly. In such a situation the students tendency, among students, to be un willing for class
noted, “we will prefer making money on the street attendance and translate it in action is known as
instead of going to school.". absenteeism. As to the push factors for absenteeism,
Teasley identified numerous socio- economic and
Still another cause of frequent student absenteeism are school- based factors such as family health, low
school related factors, which positively or negatively, income, poor school climate, drug and alcohol use,
shape student's commitment towards school transportation problems, and community attitudes
attendance. In this regard, (Eastman et.al. 2007) towards education.
observes awkward school attitude and rules against
absenteeism are two of the major school related Whereas based on field research, Pehlivan (2006)
factors contributing to the problem of absenteeism. reported that the most common reason keeping
Furthermore, Robinson (2009) points out that in students away from regular class attendance included
consistent school procedures vis-a-vis student boring class sessions, dislike of school and lessons,
attendance, often fail to bring about satisfactory results peer pressure and low expectation as to the all rounded
in curbing the trend of absenteeism. (economic as well as intelligence) virtues from
pursuing school education.
Such inconstancy in school regulatory are lacking in
the provision of clear messages as to the serious Whereas, Wilkins (2008) noted four pillars which play
importance of attendance in the contest of student a crucial role in the motivation of students’ school
code of conduct. Accordingly, less stringent policies attendance school climate, academic environment,
or lack of firmness in implementing existing policies discipline and relationship with teachers. Within
sends a wrong message as to the importance of these general categories, one can find school
attendance, both for students and parents (Clarke, absenteeism being associated with internalizing and
2008). In addition to problems in academic externalizing behavior, family work, health and school
performance, absenteeism entails long-term challenges environment (Ingul, Klockner, Silverman and Nordahh
in work discipline habits (Pehlivan, 2006). These long- (2012) parents' low education level (Henry 2007) and
term challenges potentially revealing in future work students’ negative attitude towards teachers Attwood,
life may be manifested through unemployment or low G., & Croll, P. (2006 ) Contrary to that, the higher the
income and inability to work at a regular job (Eastman emotion as personality trait the less are student prone
et.al. 2007, Gentle-Genitty,2008), Thus, the more we to miss class for this reason.
know about the causes and challenges of absenteeism,
the more we will be able to prevent them.

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Many reasons can be cited for school absenteeism, the Accordingly, such families have less likelihood in
most important one is not liking the school: (Pehlivan, investing parental effort for maintaining a disciplined
2006), the feeling of not being secure at the school child environment at home (Hallam Rogess, 2008).
yard (e.g. because of tolerance for bullying. Often Illustrating this scenario, William (2001) claims that
drive students away from school compound (Clark, "As far as disciplining is concerned, today’s high
2008), Similarly EastMan et. al., 2007,; Gentle- school students are controlled less than their parents
Genitty 2008), argued that students conflict among were in the past”. Besides the conspicuous absence of
peers and with teachers, experiencing bullying from control and monitoring on the day to day school
other students, and sheer dislike of the teacher either activities of their children some parents accept the
because of his personality or the way he teaches are former’s excuses for missing classes in spite of the not
important causes of absenteeism. Still another major so valid reason the students offer. By so doing, the
factor affecting the trend of school absenteeism was parents, unfortunately, became complicit in the
found out to be students feeling towards the school. student’s absenteeism.
Accordingly, a school environment is characterized by
less feeling of student commitment in its overall According to (William 2000) students who have
interactions and undertakings. This would make absenteeism problems generally suffer academically
students less interested to attend class, resulting in an and socially. Similarly (Backer and Jansen 2000)
increased sense of alienation among them on what indicated that absentee students suffer lower academic
constitutes students, commitment to their school. As achievement and may do bad on test score. Last but
such, in a school environment high level of perceived not least, school- related factors have got influential
value, emotional commitment and sense of security role in shaping student’s commitment towards school
among students increases attendance and participation. class attendance.
Furthermore, students engaging in fun episode and
vibrant socializing with their peers outside of the In this regard, Eastman et al, 2007) indicated that the
school compound are also among the reason for role of school management’s attitude and rules dealing
absenteeism (Williams 2001). This reason may be a with absenteeism as a contributing trend of
potent explanation why students sometimes remain absenteeism. Further explaining the awkward school
absent when faced to deal with hard courses in class rules and regulation, Robison (2009) observes that
sessions (Clark 2008) or because they found the mode school procedures are inconsistent and do not produce
of delivery of some course lessons were monotonous meaningful results in reducing absenteeism. "Students
and boring. On the other hand, (Genitty 2008, are not receiving clear message from the school about
Eastman. 2007), noted the degree of respect that the importance of attendance”. Weak school policies;
family has for school education to be one of the tolerant of pervasive absenteeism or lack of firmness
determinate factor for measuring students attitude in the implementation of existing policies contributes
towards the virtues of class attendance. for increasing trend of school absenteeism (Clarke,
2008). In this vein, Walls, C. (2003) also indicated that
In this context, the claim that "the overriding parental inconsistency of policies, lack of meaningful results
responsibility in the education of their children is and poor school record keeping have overwhelming
ensuring the latter’s regular attendance of school" contribute for absenteeism. In the school climate
cannot be an overstatement. Not to mention the overall where there is an alleged value system and emotional
atmosphere that parental home bears a significant commitment, there will be a sense of belongingness.
impact on children regular attendance and on their Thus, in such a school climate, students' attendance
concern for active class participation. For this reason, and partaking increases...
lack of warm familiar approach and lack of
persistency in the follow up of students’ day to day Problem Statement
learning experience is one of the most important push
factors for school absenteeism (Penilivan, 2006). There are many factors that affect student academic
Families were in different about their children’s school performance directly and indirectly at the secondary
education. They, are often less concerned with the schools. Absenteeism has been cited as detrimental to
latter’s class attendance, and of course, about their academic performance. Therefore, the cause of
academic success of failure. Needless to state, such absenteeism on student’s performance should be
disinterested parents seldom move to help their searched. Then the researcher on this study would like
children solve academic problems and show little to seek a possible solution to the causes of
appetite to attend parent- school meetings.
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absenteeism based on the following research basic have already been collected by someone else and
questions: which have already been passed through the statistical
process (Kothari, 2004). Thus, the secondary sources
Basic research questions of data were obtained from documents. To get first
hand information, the researcher used primary source
1. What are the causes of absenteeism in the of data which were obtained from the following
selected secondary schools in Addis Ababa? respondents: principals, teachers and students.,
2. What are the main possible solutions that business models, conceptual paradigms, academic
contribute to the improvement of researchand consultancy projects.
absenteeism?
5. Sample and Sampling Techniques
2. Objectives
Sampling technique lays down the number of subjects
1. To examine the causes of absenteeism among to be included in the sample. According to Kothari
the selected secondary schools in Addis (2004) sampling technique refers to a procedure that
Ababa? the researcher would adopt to select items for the
2. To identify possible solutions to the causes of sample. Thus, in Addis Ababa city administration,
indiscipline in the selected secondary schools there are ten sub cities, out of this ten sub cites five
in Addis Ababa sub cites were selected by using simple random
sampling thequniques and out of five sub cites five
3. Methodology secondary schools were again selected by using
simple random sampling thequniques.
Design of the study
These were Agazian, Yekatit 12, Yekatit 23, Abyot
The study was done based on a descriptive survey keres and Bole secondary schools from Government
research design. Because it is believed that it helps the secondary schools in Addis Ababa city administration.
researcher to collect current information in order to They were selected by using simple random sampling
answer the research questions. The design was found techniques included in the sample. Simple random
appropriate and allowed the assessment of subsequent sampling technique was used for it gave the samples
relationships between explaining variables and equal chance of being selected for all five secondary
explanation of the topic. It also facilitates to have schools.
general understanding of the problem by studying the
current status, nature of the prevailing conditions and After the five sample secondary schools had been
trends through relevant and precise information. identified using simple random sampling technique,
the principals were selected by using purposive
The study employed quantitative and qualitative sampling techniques. While the Teaching staffs and
approach. This approach assisted to generate the students were selected using simple random
comprehensive data using different instrument from sampling techniques. Thus, a total of 250 students (50
different sources. Thus, data collection also involves students from each sample school) and 100 teachers
gathering both quantitative as well as qualitative from the same sample schools were selected by using
information. simple random sampling technique based on lottery
system.
4. Data Sources
6. Data Gathering Instruments
The task of data collection begins after a research
problem has been defined and research design has Questionnaire
been set out. While deciding about the method of data
collection to be used for the study, the researcher kept To collect primary data, questionnaires were
in mind two types of data viz., primary and secondary developed for principals, teachers and students. The
Kothari (2004). According to Kothari, primary data questionnaire contains mainly closed-ended and open-
are those which are collected a fresh and for the first ended questions. It is an appropriate instrument to
time and thus happen to be original in character. On obtain variety of opinions within a relatively short
the other hand, the secondary data are those which period of time (Best and Khan, 2003). Depending on
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the type of question items, the respondents were asked 10. Data Collection Procedures
to respond to each item on a five point-scale i.e.-
strongly disagree, disagree, neutral, agree and strongly Review of related literature in advance to get
agree. information from what has been done in relation to the
problem was made. Latter data gathering instrument
The questionnaire was first constructed in English and were prepared. The questionnaires were prepared in
later translated in to local language “Amharic” for the local language Amharic for the purpose of clarity and
purpose of clarity, to avoid language barriers and to to make easy understanding by the respondents. On
make them understandable by the respondents. The the other hand, researcher got an introduction letter
questionnaire consisted different parts that address from Addis Ababa University department of
different issues like school based, family issues and curriculum and instruction and thereafter applied for a
personal issues. research permit from the city government of Addis
Ababa education bureau. Once the permit was granted,
7. Interviews the investigator booked appointments with the sample
school principals to visit and administer the
The researcher developed semi-structured interview questionnaire. The researcher visited each of the
questions to obtain qualitative information from schools and administered the questionnaire.
secondary school principals to gather detailed
information. The respondents were guaranteed of confidentiality
after which they were given enough time to fill in the
8. Focus Group Discussion questionnaire, after which the researcher collected the
filled questionnaire.
This technique was employed to acquire the necessary
data from secondary schools teachers and students. Interview and FGD dates were agreed upon and
Hence, five focused group discussions were organized carried out at an appropriate dates. Nonetheless, the
where six participants were involved in each FGD. questionnaire was administered to both pilot and main
Taking their limited knowledge and understanding in study with care. The administration was carried out by
to consideration, the researcher prepared a discussion the researcher himself. The teachers and the students
guide on six simple but relevant issues. Other were given the questionnaire and they filled the
unstructured and specific questions on the basis of question by themselves. For the student’s respondents,
their oral report also emanated. however, the researcher translated the English version
of the structured questionnaires into local language
9. Pilot Study Amharic and filled. The semi-structured interviews
were held with principals and the researcher took
The draft questionnaires have been first administered notes.
to 15teachers and 30 students of the non-sampled
group. After it had been filled by these respondents, 11. Method of Data Analysis
the validity of each questionnaire was examined item
by item to detect unclear ideas and statements. The The collected data by different tools were analyzed
questionnaires were pre-tested in non-sampled and interpreted qualitatively and quantitatively. The
secondary schools to check for the consistency of the data obtained from the teachers and students of each
results when administered on the subjects. sample school obtained through questionnaires,
Furthermore, reliability approximation for total interview and FGD. Data were tabulated and analyzed
closed-ended items was calculated using SPSS version using mean and SD on a series of tables. The data
23, in order to know the internal consistency of the collected through interview from principals and focus
questionnaire. As a result, the reliability group discussion from teachers and students were
approximation for the total items using Cronbach analyzed qualitatively. This has been done by the help
alpha were found to be 0.721 for teachers and 0.784 of descriptive statements and through in depth
for students’ closed- ended items. Finally, based on explanation based on the response of the respondents.
the feedback from the pilot test, some items were
improved and the final copies of the questionnaires
were distributed to 100 teachers and 250 students’
respondents.
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As a result, the following tasks were carried out step 12. Ethical Considerations
by step. Initially the researcher organized and prepared
the data for analysis. This involved: Transcribing A written letter from curriculum and instruction
interviews and FGD discussion outcomes typing up department was secured. Thereafter, the researcher
field notes, sorting and arranging the data in three took the letter to the Addis Ababa city administration
different types depending on the sources of the education bureau to get approval for collecting the
information. actual data. Further, the researcher addressed orally an
informed consent to both teacher and student
The next task was reading through all the data so as to respondents before starting data collection. The
obtain a general sense of information. The code was informed consent form was prepared based on the
recorded on the interview sheet for principals 1, 2, 3,4,5 ethical principles of confidentiality, privacy and used
whereas for FGDs teachers 6,7,8,9,10 and for FGDs, only for the research purpose.
students 11,12,13,14,15. Coding the process of organizing
the materials in to chunks or segments of text before 14. Result and Discussion
bringing meaning to information, (Creswell, 2009).
Then after, the acquired information was narrated. Six teachers and seven students who volunteered in
Finally, interpretations and the findings were the five schools failed to complete their
compared with information obtain from the literature. questionnaires; properly and thus were dropped from
The quantitative data were revised, coded, tabulated the study. The final sample considered in the study
and analyzed. consists of 98 teachers and 241 students yielded a
97.2%. response rate.

Table 1 School based issues

No Items N Mean SD N Mean SD

Absenteeism affects
1 student academic 98 4.3367 1.10242 241 3.7261 1.12902
achievement
The lecture is not
2 98 3.6122 1.10885 241 3.5104 1.19412
connected to my future life
Rules and regulations are
3 98 3.4082 1.34576 241 4.1618 .85802
punitive not rehabilitated

As can be seen from table 1 above, the mean and SD the merits of the case. All this resulted in the de-
secures for item1 (Absenteeism affects student motivation of these teachers to follow –up student
academic achievement) were teachers mean 4.3367 attendance.
and SD 1.10242 and students mean 3.7261 and SD According to principal interviewees3, absenteeism
1.12902 respectively. This shows that both teacher and negatively affects student academic achievement. This
student respondents felt that absenteeism affects is because, missing class sessions by the student entail
student academic achievement. What follows is insight missing important concepts and tasks given by their
from principal interviewees, teacher and student FGD. respective teachers.

Teacher FGD6 participants claimed that, as far as Corroborating this claim one student who participated
regulating student behavior they have little or no say in student FGD13 has the following to say:
on the challenges thereof. They provided abundant
evidence on how the education bureau interferes on “I used to be good in class room discussions. After
affairs of the school management. According to these being absent for five days from class, I felt frustrated
teachers, the education bureau does not give room to to comment a single word in class discussions
discipline their students. In the majority of the cases thereafter. This situation gave me a hard lesson that
the education bureau overturns decisions on absence from class sessions even for a single day will
disciplinary issues without a thorough investigation on significantly affect student performance.”

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Item 2 (The lecture is not connected to my future life). in the management of their work as per their training."
The mean and SD scores of teacher and student This situation compelled the students to be
respondents in relation to item 2 (table1) were teachers indifference on the virtues of regular class attendance.
mean 3.6122 and SD 1.10885 and students mean
3.5104 and SD 1, 19412 respectively. This reveals that The statistical figures vies-a-vi item 3 (rules and
there was agreement between teacher and student regulation are punitive not rehabilitative) were
respondents that lecture was not connected to students. teachers mean 3.6122 and SD 1.10885 and students
mean 4.1618 and SD 85802 respectively. This shows
In this regard, student FGD15 participants said that, that both teachers and students considered that the
they do not feel that the curriculum in use is suitable to punitive nature of rules and regulations are
meet their future academic and social needs. They contributing factor for student absenteeism.
complained that the materials taught are mere copy
paste from other documents and that the teachers In this regard, student FGD14 discussants suggested
simply lecture from it verbatim. Unfortunately, this that school rules and regulations are not corrective of
situation forced us to be preoccupied with student indiscipline. Instead, the students' noted, the
memorization of the material without understanding of rules and regulations being punitive they push students
the subject matter only to pass the exams. That is why to be absent from the class. In this regard, students
we feel vindicated to be absent from class sessions and complained of teachers punishing late comers to kneel
to read the same material at home. down and force them to walk in their knees all the way
from the school gate up to the classroom. "Such a
Student FGD12 further noted that, some teachers, punishment pushes us to remain absent and in case of
teaching approach is so poor that they don’t feel it repeated punishment we will drop out of the school
necessary to follow the didactic approach in their altogether". On the other hand, student FGD12
teaching. This in turn contributes to absenteeism. Still indicated that the application of rules and regulations
the other lecturer came late and get out early giving us lack fairness. According to the students, our teachers
little time for discussion, pose questions to clarify are not empathetic to the honest concern of the absent
issues that are not clear. On the other hand, if the students; they simply rush to mistreat such a student in
lecture is prolonged one and lacking participation front of his /her classmates. Thus, in order to avoid a
students became bored and prefer not to come to feeling of embarrassment in subsequent sessions
classes regularly. students opt to remain absent.

Student FGD11 participants further claimed that the On the other hand, teacher FGD8 participants noted
text book are simply a copy of foreign literature. that when they get back to the class, students with
According to them teachers simply narrate the plain poor attendance experience a loss of confidence. This
words of the book without connecting it to real life is because; they are unable to cope up with their
situation. Further, to make their point the students fellow colleagues. Similarly, (Moore, 2003) indicated
explained as follows: that lots of students have of the opinion that regular
"We see our older siblings attend classes regularly at attendance should pay off with some credit in
the university and graduated with a bachelor degree. academic success. Thus if they do not receive some
Unfortunately however, they proved to be ineffective credit, their attendance rate drops.

Table 2 Family issues

No Items N Mean SD N Mean SD

Family's need student to
1 98 3.9796 .95226 241 3.5104 1.19412
work
2 Low parent education level 98 4.3469 .47844 241 3.9087 .96175
3 Low socioeconomic status 98 3.9796 1.18391 241 3.7718 1.22890

As Shown in Table 2, the figures for item 1 (family’s conclude that teachers and students were in agreement
need student to work) shows that teachers mean that family requires students to work during school
3.9796 and SD .95.226 while students mean 3.5104 hours.
and SD 1.19412 respectively. From this, one can
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In this regard, principal interviewee1 claimed that Principal interview1 participant complained that,
parents’ low socioeconomic level made them unable to “Despite our effort in offering the needed advice
cover children school costs. Because of this, parents (academic and school norms) parents didn’t follow-up
send their school children to work thereby making the their kids at home. Father, often leaves his home early
student frequently absent. in the morning to work as a porter, while mother
leaves to vend on the streets at the same time. So at
As can be seen from item 2 of table 2, teacher and home, students will have no one to follow up their
student respondents were asked to give response as to academic activities and go out to fool around looking
the impact of low parental education level on student for leftover food in the hotel area".
absenteeism. The responses revealed that teachers
mean to be 4.3469 and SD 47844 while that of For this reason, they came to school not doing their
students mean 3.9087 and SD 96175 respectively. assignments and in most cases miss classes fearing
This shows that both teacher and student respondents admonishment from their respective teachers. In
strongly believe that low parental education is a support of this scenario, Henry (2007) has noted that
significant contributor for student absenteeism. The parents’ education levels contribute to students’
following are remarks from principal interviewee and absenteeism. When we ask parents they are not
teacher FGD7 participants. helping their children to do assignments and follow-up
the overall pursuit of their children schooling? In this
According to principal interviewee, “Some of the connection they replied that, “We don’t know
parents’ education level was so low that most of them anything about their academic affairs, all our concern
cannot read and write. For this reason, most parents is to fill their stomach running all day long". In this
were not in a position to support their children in their connection, principal interview4 indicated that ”Some
academic pursuit” students family were economically poor and not able
to differ even the most basics of necessities so much
On the other hand, teacher FGD9 participants indicated so that, an average of 15 students a day were fainted
that “On account of lack of awareness as to the virtues because they came to school without having
of education, parents did not send their children to breakfast”.
school. Even when they commit their children for
school education, they seldom follow- up the children In one of the episode in my data collection session
on their assignments". during lunch break, 1 was going around the school
yard and many of the students were having their lunch.
In relation to item 3 (table 2), teacher and student But I saw a young boy standing alone. I asked his
respondents were asked to give their perception on grade level, grade 10 he replied. Thereafter, 1 asked
low socio-economic status vis-à-vis absenteeism. The him, why not he eats his lunch before it gets late to the
responses thus given by teachers and students resulted class. He said that, “1 have got five brothers and we
in mean score of 3.9796 and SD 1.18391 for teachers will have breakfast on shift bases- that each of us
and mean 3.7718 and SD 1.22890 for students having a breakfast once in a week, while lunch and
respectively. This proves that teacher and student dinner in one meal when we all five of us get back
respondents were in agreement that low socio home after school". These siblings account vividly
economic status was a contributing factor for student explains economic hardships as one of the major
absenteeism. The following are insights from teacher factors affecting the smooth cascade of the teaching
FGD, principal interviewee and from my own learning process and more importantly the academic
(researches field observation). performance of students.

Table 3 Personal issues

No Items N Mean SD N Mean SD

1 Social skills are low 96 3.8958 1.20069 241 3.7552 1.28218
2 Peer Influence 98 4.1327 1.04178 241 3.6017 1.25126
Negative attitudes towards
3 98 4.2347 .99277 241 3.8755 1.26535
teachers

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The response of teachers and students in relation to Finally, one of the student FGD14 participant's
table 3 item 1 (Social skills are low) teachers revealed surprised us by saying that “My brother graduated in
that, mean 3.7552 and SD 1.28218 and students mean physics with a bachelor degree two years ago, but he
3.7552 and SD 1.28218 respectively. This shows that was assigned to teach at grade 2 level. He was always
both teacher and student respondents consider low complaining about his job. Infarct, he was not alone in
level of social skill as contributing factor for student that subdued feeling. As time goes on I realized that
absenteeism. our school teachers’ were also dissatisfied with their
job.. Nonetheless, the school community in general
In this regard, principal interviewee2 stated that “Those has no Idea that our absence was not mere indolence,
students with frequent record of absence were shown but to get our daily subsistence. They are far from
to have low social skills. When they get back to school understanding the reality at the ground.”
after a long period of absence, they suffer a missing (Lannegrandet.al. (2012) stated that students feel an
link from school social life. This in turn makes them overwhelming sense of alienation once they come
quite aloof in their interaction with fellow students back to school after long absence. Further (Pehlivan
thereby pushing them to remain absent further". 2006) emphasized that, absentee students can set a bad
precedent, in such a way that encouraging other
Whereas, explaining on the lack of empathy towards students to be absent too.
their problem, absentee students participating in
student FGD13 has the following to say: As shown in table 3 item 2 above students and
teachers were asked to give their response on whether
“As we get back to school after a long absence we feel peer influence is a contributing factor for absenteeism,
detached from the school social life. In the mean time, the responses in statistical terms were represented by
the school community, the principal, the teachers, and teacher mean 4.1327 and SD 1.04178 and students
even fellow friends suspect us for all the wrong deeds mean 3.6017 and SD 1.25126 respectively. This shows
in the school. In spite of such negative attitude from that both teacher and student respondents were in
the school, we remain absent. Since our parents have agreement that peer influence was a contributing
no income to fulfill our basic needs, we are often factor to student absenteeism.
forced to engage in some menial jobs like loading and
unloading goods from vehicles. Though, such struggle On the other hand, the responses from student FGD11
to make our ends met are the very reason which keep indicated that, “Some of the absentees came to school
us from school, no one in the school community is with a lot of pocket money on the other hand, those of
willing to put his feet in our shoes. How can we come us who came to class with empty pocket feel
to school without eating a breakfast and compete with inferiority complex when faced with the merriment of
friends coming with extra pocket money?” those with extra money. Accordingly we are eager to
make money out in the streets, for this reason we
On the other hand, emphasizing the different social avoid coming to school” As to the adverse effects of
life among students (which itself is a result of differing absenteeism, principal interviewee3 commented that “
income levels) one principal interview5 stated the When students return back to school after a period of
following: absenteeism, they fail out of coping with the school
environment. Because of this, they gradually develop
“As there are poor students, there are also students, apathy towards schooling. This apathetic situation
boasting to have a good income. Here interesting to deepens as the absentee students see the progress
mention my experience with one student. One day 1 made by their class mate, in dealing with the varied
was counseling a notorious absentee student on how to and multiple classes room activities given by their
improve his position. So while I was giving him a respective teachers". Finally when the absentees fail to
piece of advice, he interrupted me in the middle and comprehend the successive lessons, they will frustrate
said thank you very much for your advice. By the way, and continue to remain absent from class.
how much is your salary? Look at your shoes and
mine. You know, my shoes cost ten times of yours. As indicated in table 3 item 3, teachers and students
Believe me just in two days business I can get your were asked to respond to the item negative attitude
monthly salary. Even my brother who graduated with towards teacher vis-à-vis absenteeism. The response
a bachelor degree is waiting my support”. thereof shown that teachers mean 4.2343 and SD
99277 students mean to be 3.8755 and SD 1.26535

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 Int. J. Adv. Multidiscip. Res. (2018). 5(12): 8-19

respectively. From these fugues one can conclude that Findings on the possible solutions to the problem of
both teacher and student respondents feel that negative absenteeism
attitude towards teachers was a contributing factor for
student absenteeism. Open ended questions were asked for both teachers
and students to indicate for possible solution to the
In this regard students FGD14 stated that “Some problem of absenteeism on student’s academic
teachers shun applying student – centered teaching achievements. To this end, the following salient
method most of the time. Their lectures are boring and findings were indicated:
at times irrelevant as they talk about their personal
stories during the course of their lecture. 1. Secondary school management should reward
in morning flag ceremony excellent or
Some teachers are not concerned about their student improved attendees, something like book, pen
development; they ignore individual difference in their etc.
class undertaking. Further, they patronize and 2. A school feeding program should be launched
embarrass us in front of our classmates we then often in order to support those students who are
choose to remain absent. absent due to daily food subsistence to
encourage poor attendees to come to school.
Further, students FGD12 participants, complained that This can be done in collaboration with
some teachers use abusive terms “They say, for stakeholders.
example, you are non sense; son of a bitch! You are 3. In order to curb the problem of absenteeism
wastage. You do not understand why should I waste the secondary school management should
my time for nothing. The teacher rather than acting as establish a working relationship with the
a role model for us, why they are opting to insult us? parents. The school should also, remind
Because of this, we avoid coming to school regularly parents that they have legal, psychological,
and opt to remain absent". sociological and cultural responsibilities to
support their own children attendance.
Findings on the causes to the problem of 4. Secondary schools should understand the
absenteeism cause of student absenteeism’ and work on
good attendance. As a result of this possible
The quantitative findings of the study revealed that solution of the problem of absenteeism could
respondents shared similar views on the cause to the be put in place.
problem of absenteeism on student’s academic 5. Teachers' had to sign on each of subject
achievements: The responses further showed that: exercise book of the students at every lesson
and this has to be endorsed by their respective
1. The findings of study identified that parents. Based on the major findings of the
students who have peer influence, low study, the following conclusions were drawn:-
social skills and negative attitudes
towards teacher are more likely to Conclusion
have school absenteeism.
2. Findings also showed that students,
This study examined the impact of school, family, and
whose parents have low educational
personal issues on students’ absenteeism. In addition,
level, low socio economic status and
this study provides possible solutions for the problem
whose family's needs student to work
of absenteeism. The problem is impetuous by
are more likely to have high level of
interaction of an array of factors which are both
school absenteeism.
internal and external to the students and or the school.
3. Findings are also indicated that
students’ academic achievement,
Key among the problems that ascend to absenteeism
lectures which is not connected to
are the lecture is not connected to my future life, rules
students future life and rules and
and regulations are punitive not rehabilitated one,
regulations which is not rehabilitated
family's need student to work for their daily
one were affected by absenteeism,
subsistence, low socio economic status, and peer
which in turn, predicted future work
influence as well as un conducive interpersonal
absenteeism.
relations between students and lecturers.
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 Int. J. Adv. Multidiscip. Res. (2018). 5(12): 8-19

The problem of student absenteeism is gaining much Eastman, G.; Cooney, S. M.; O’Connor, C., &Small,
attention from educators, researchers and policy S. A. (2007). Finding effective solutions to truancy.
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Therefore, this study advocates that in order to address Epstein, J.L., & Sheldon, S.B.,(2002). Present and
the problem of absenteeism in any meaningful way, accounted for: Improving student attendance
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DOI:10.22192/ijamr.2018.05.12.002

How to cite this article:

Messeret Assefa. (2018). Cause and possible solution to the problem of absenteeism on students’ academic
achievement: The case of Secondary Schools Addis Ababa., Ethiopia. Int. J. Adv. Multidiscip. Res. 5(12):
8-19.
DOI: http://dx.doi.org/10.22192/ijamr.2018.05.12.002

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