problems

of education
in the 21st century
Volume 45, 2012

CAUSES AND LEVELS OF TRUANCY 51

AMONG SECONDARY SCHOOL STUDENTS:

A CASE STUDY OF RIVERS STATE,
NIGERIA
Iheanyi N. Okwakpam
Rivers State University of Science and Technology, Port Harcourt, Nigeria
E-mail: [email protected]

Ikechi O. Okwakpam
Ignatius Ajuru University of Education, Port Harcourt, Nigeria
E-mail: [email protected]

Abstract

The study was a case study design aimed at determining the causes and levels of truancy among secondary
school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was
purposefully sampled. Four research questions and one hypothesis were posed, formulated and tested
respectively. A structured questionnaire was developed, validated and administered to the respondents
selected for the study. T-test, standard deviation and mean were used to analyze the data collected. The
results indicated that there is a significant difference between family background and student factor. The
implication of this is that the students family background contributes greatly to the students level of
truancy. Hence, the null hypothesis was rejected. Based on the findings, some recommendations were
made towards the reducing the level of truancy among secondary school students.
Key words: Nigeria, Rivers State, school, secondary school, students, truancy.

Introduction

Truancy among students has become a growing problem. It is the act of deliberately
missing one or more classes. Globally, truancy has been regarded as a cankerworm that has
eaten deep into the fabrics of the educational programmes and has caused a lot of setbacks for
secondary school students in their educational pursuits (Stoll, 1993; Gesinde, 2004; Adeyemi,
2006; Animasahun, 2007b). It leads to potential delinquent activity, social isolation, or
educational failure via suspension, expulsion, or dropping out (Huizinga, Loeber, Thornberry
& Cothern, 2000; Huizinga, Loeber & Thornberry, 1994; Morris, Ehren & Lenz, 1991).
Truancy is any intentional unauthorized or illegal absence from compulsory schooling.
It may also refer to students who attend school but do not go to classes. Truancy is non-school
attendance behaviour. It is an irregular attendance of school. Truancy is a delinquent and anti-
social behaviour (Animasahun, 2009). Animasahun (2007a) suggested truancy to be an act of
staying off school, which is one of the several kinds of antisocial behaviours. Truancy has been
conceptualized as unjustified intentional absence from school (Petegem, 1994). Fogelman and
Hibbett (1995) opined that any absence from school without an acceptable reason is truancy.
Gabb (1997) is of the view that a truant student leaves home but does not get to school or
escapes from school or class to engage in any other activities that catch up his imaginations.
Indeed, it is a type of deviant behavior exhibited by some students in schools without formal
permission from the school administration or authority governing the institution.

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52 Causes and levels of the contributing factors of truancy are numerous and diverse.
Truancy results from several factors. Truancy is a four-fold problem which stems from the
student, students family background, the school and the community. Rohrman (1993) and
Kinder, Harland, Wilkin & Wakefield (1995) submitted that child (personality), family, school
and community are the causes of truancy. In the same vein, Osarenren (1996) see the home,
school environment, peer group culture and society as causes of truancy among students.
Reports from various parts of the world upheld that truancy may be associated with
adverse social and health outcome later in life. A number of studies have reported that adults
who were truant as adolescents were more likely to experience marital or job instability and
psychosocial maladjustment when compared to their counterparts who were not truant as
adolescents (Hibbett, Fogelman & Manor, 1990; Tyrer & Tyrer, 1974; Hibbett & Fogelman,
1990).
Students, who commit truancy, commit deviant acts at a higher rate than students who
stay in school. Deviant acts include, but are not limited to theft, burglary, robbery, drug use
and sale, assault, various sex-related crimes, and even murder. A 1990 study by Obondo and
Dhadphale reported that about 10% of school non-attendance by children in Kenya was due to
truancy (Obondo & Dhadphale, 1990). Truancy breeds educational wastage and poor human
power development (Rumberger, 1987; Nwagwu, 1999); production of hoodlums, social
misfit, antisocial individual and eventual criminals (Animasahun, 2005) and gateway to crime
(Adeyemi, 2011; Animasahun (2007a).
Rohrman (1993) stated that peers have an invaluable and influential role to play in
providing both the support and context necessary for the learning of new skills and that they
act as reinforcing agents of socialization. In own findings, Baker and Jansen (2000) believe that
truancy leads to lower academic achievements. While Garry (2001) stated that truancy leads to
delinquent and criminal activities. Also, Osarenren (1996) stated that children attempt to model
their behaviours according to what represents the standard of their peer group.

Statement of the Problem

Truancy is an educational, social and law enforcement problem. Truancy among

adolescents jeopardizes chances of achieving their educational goals (Siziya, Muula &
Rudatsikira, 2007). Students non-attendance to classes is a problem that extends much further
than the school. It affects the students, the family and the society on very high levels. Globally,
truancy has been identified as the most powerful predictor of delinquency and indiscipline
among youths. Absenteeism is detrimental to students achievement, promotion, graduation,
self-esteem and employment potential. Clearly, students who miss school fall behind their
peers in the classroom. Consequently, this leads to low-esteem and increase poor academic
performance that will cause student drop out of school. As a matter of fact, truancy threatens
students academic performance, progress; success can serve as an indicator of dysfunction in
many other areas of human endeavour. If the matter is left unaddressed, truancy will contribute
to a myriad of problems for young people during the school years and into adulthood. Therefore,
the main research problem of this study borders on finding the causes and levels of truancy
among secondary school students with Rivers State, Nigeria as a case study.

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Iheanyi N. OKWAKPAM, Ikechi O. OKWAKPAM. Causes and Levels of Truancy among Secondary School Students: a Case Study
of Rivers State, Nigeria
problems
of education
in the 21st century
Volume 45, 2012

Scope of the Study 53

The priority of this study is to ascertain the causes and levels of truancy among secondary
school students. The areas covered in this study are as follows:
i) Examine the students causes and levels of truancy.
ii) Examine how the students family background contributes to the causes and levels of
truancy.
iii) Access the schools contribution to the causes and levels of truancy.
iv) Examine the societys contribution to truancy.

Research Questions

Based on the stated problems, the following research questions guided the study:
1. To what extent does the student contributes to truancy?
2. To what extent does the students family background acts as a contributing factor to
truancy?
3. To what extent does the school environment contributes to the problem of truancy?
4. To what extent does the society contribute to truancy?

Hypotheses of the Study

To facilitate the investigation of the problem of this study, one null hypothesis was
formulated and tested at 0.05 level of significance: There is no significant difference between the
students family background factors and students contributing factors as causes of truancy.

Research Methodology

The population of this study comprises of the students in secondary schools in Rivers state,
Nigeria. The respondents consist of 105 teachers randomly selected from the secondary schools
in Rivers state. They were chosen by purposive sampling. The study relied on both secondary
and primary data sources. Secondary sources comprises of journals, books, reports as well
as internet. The key primary data gathering instrument was a questionnaire developed by the
researchers to elicit information on the causes and the level of truancy among secondary school
students in Rivers state, Nigeria. The instrument was validated and its reliability coefficient
established at 0.85, which was considered adequate for the study. The questionnaire contained
40 structured items that were carefully and articulately framed and administered face to face
to respondents bearing in mind that the responses so desired form the nucleus of the study.
The design of the questionnaire was based on the research questions and the hypotheses raised
in this study. The respondents to the instrument indicated one response option on a 4-point
Likert-type summated rating scale of agreement with assigned values of Strongly Disagree
(SD) -1, Disagree (D) -2, Agree (A) -3, and Strongly Agree (SA) - 4 in order of agreement
The options of the respondents were scored based on their responses using the 4-point
rating scale response. The first aspect of analysis concerns a mean statistics in which table
frequencies, mean scores and percentage were analysed and used to answer the research
questions. Based on the scoring of the responses of 4-1 scale, the mean is high when it is
equal to 2.50 and above and this suggests agreement. And low when it is less than 2.50 and
this suggests disagreement. The inferential statistical tool of student-t-test was used to analyse
the hypothesis. Research questions and hypothesis were answered and tested respectively in
combined operations. The mean sub-scale for each group and the t-test was applied to the
difference between groups on each sub-scale in the respondents perception of student factors
and family background factors.

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54 Result of the Study

Research Question 1

The first research question purported to find out what extent does a student contributes
to truancy? The results are shown in Table 1.

Table 1. Analysis of Responses for Student Factors and Truancy.

S/N Statement SA A D SD Mean Remarks

Poor self-concept cause a student 23 82 0 0
1 3.22 Agree
to exhibit some levels of truancy (21.9) (78.1) (0) (0)
Low self-esteem cause a student 0 3 0 102
2 1.06 Disagree
to exhibit some levels of truancy (0) (2.9) (0) (97.1)
Unidentified learning disabilities 0 105 0
3 0 (0) 2.00 Disagree
make a student to become a truant (0) (100) (0)
Language barrier causes a student 2 103 0 0
4 3.02 Agree
to exhibit some levels of truancy (1.9) (98.1) (0) (0)
Student unrest causes a child to 5 100 0 0
5 3.05 Agree
go truant (4.8) (95.2) (0) (0)
Poor health care cause a student 21 84 0 0
6 3.20 Agree
to be truant (20.0) (80.0) (0) (0)
Mental imbalance causes a 103 2 0 0
7 3.98 Agree
student to exhibit truancy (98.1) (1.9) (0) (0)
Emotional instability causes a 82 23 0 0
8 3.78 Agree
student to exhibit truancy (78.1) (21.9) (0) (0)
Poor academic performance
0 0 103 2
9 causes a student to exhibit some 1.98 Disagree
(0) (0) (98.1) (1.9)
levels of truancy

The feeling of lack of control over

0 105 0 0
10 life causes a student to become 3.00 Agree
(0) (100) (0) (0)
a truant
(Source: Authors Field Survey, 2011).
Legend: SA = Strongly Agree; A = Agree; D = Disagree; SD =Strongly Disagree

Table 1 presents the mean responses of students factors that causes truancy. Results
presented in Table 1 above indicate that 100% of the respondents agreed that poor self concept
cause a student to exhibit truancy. The mean score of 3.22 confirms this. The implication of
this is that if a student feels inferior to others there is the likelihood that the student would
isolate him/herself from others and this will go a long way to affect his/her performance in
class work.
From the table above, 97.1% of the respondents disagreed that low self-esteem caused a
student to exhibit some levels of truancy. The mean score of 1.06 confirmed this. The implication
of this is that his/her interaction and freedom with fellow students will not be cordial leading to
ill feelings and gradual withdrawal from school. A critical observation of the respondents on
Table 1, statements 3 and 9 has it that the respondents disagreed that an unidentified learning
disabilities and poor academic performance caused a student to exhibit some levels of truancy.
The mean score of 2.00 and 1.98 respectively confirmed this supporting statement.
The respondents agreed to the following factors as causes of truancy among secondary
students: language barrier (with a mean score of 3.02), student unrest (with a mean score of

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Iheanyi N. OKWAKPAM, Ikechi O. OKWAKPAM. Causes and Levels of Truancy among Secondary School Students: a Case Study
of Rivers State, Nigeria
problems
of education
in the 21st century
Volume 45, 2012

3.05), poor health care (with a mean score of 3.20), mental imbalance (with a mean score of 55
3.98), emotional instability (with a mean score of 3.78) and the feeling of lack of control over
life (with a mean score of 3.00).

Research Question 2

The second research question purported to find out what extent does a students family
background acts as a contributing factor to truancy? The results are shown in Table 2.

Table 2. Analysis of Responses for Students family Background Factors and

Truancy.

S/N Statement SA A D SD Mean Remarks

Financial difficulties cause a 102 3 0 0
11 3.97 Agree
student to be truant (97.1) (2.9) (0) (0)
The death of a father can cause
1 104 0 0
12 a student to exhibit some levels 3.01 Agree
(1.0) (99.0) (0) (0)
of truancy
Lack of parental control and
105 0 0 0
13 supervision result in a student 4.00 Agree
(100) (0) (0) (0)
exhibiting some levels of truancy
Parents are high school dropout; 0 1 100 4
14 1.97 Disagree
make a student to exhibit truancy (0) (1.0) (95.2) (3.8)
One parent household causes a 1 103 2 0
15 3.00 Agree
student to exhibit truancy (1.0) (98.1) (1.9) (0)
Parental discord cause a student 0 103 2 0
16 2.98 Agree
to exhibit truancy (0) (98.1) (1.9) (0)
Poor parent-student relationship 3 2 100 0
17 2.08 Disagree
causes a child to become a truant (2.9) (1.9) (95.2) (0)
Divorce in a family causes a 103 2 0 0
18 3.98 Agree
student to become a truant (98.1) (1.9) (0) (0)
When a student has alcoholic
0 3 2 100
19 parents, the student will exhibit 1.08 Disagree
(0) (2.9) (1.9) (95.2)
truancy
A student whose parents lack ap-
0 105 0 0
20 preciation for value of education 3.00 Agree
(0) (100) (0) (0)
can become a truant
(Source: Authors Field Survey, 2011)
Legend: SA = Strongly Agree; A = Agree; D = Disagree; SD = Strongly Disagree

Results presented in Table 2 above show that 98% of the respondents agreed that students
family background causes a student to exhibit truancy. According to the result presented in
Table 2, financial difficulties had a mean score of 3.97, with 100% of the respondents agreeing
to that. The death of a father had 100% of the respondents agreeing to this factor, with 3.01 as
the mean score, lack of parental control and supervision had a mean score of 4.00 with 100%
of the respondents agreeing to this factor. One parent household had a mean score of 3.00 with
99.1% of the respondents agreeing to this factor and 1.9% of the respondents disagreeing.
Parental disorder had 98.1% of the respondents attesting to this factor as a cause of truancy of
the respondents objecting to that. The mean score of this factor is 2.98. Divorce in a family had
all the respondents attesting to this factor with mean score 3.98. A student whose parents lack
appreciation for value of education can become a truant with 100% of the respondents attesting
to it, with mean score of 3.00.
Results in Table 2, further revealed that the respondents opposed to the facts that parents

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56 who are high school dropouts, poor parent-student relationship and students with alcoholic
parents exhibit truancy.
From the result, parents who are high school dropout had 99% of the respondents
disagreeing to that, which had a mean score of 1.97. Poor parent-student relationship had a
mean score of 2.08, with 95.2% of the respondents disagreeing to it. Student with alcoholic
parents had 97.1% of the respondents disagreeing to this factor, with a mean score of 1.08.
From the two observations above, it will be concluded on Table 2 that the number of agreed is
seven and the number of disagreed is three, meaning that actually students family background
can cause a student to exhibit some levels of truancy.

Research Question 3

The third research question purported to find out what extent does the school environment
contribute to the problem of truancy? The results are shown in Table 3.

Table 3. Analysis of Responses for School Factors and Truancy.

S/N Statement SA A D SD Mean Remarks

Irrelevant curriculum causes a
0 105 0 0
21 student to exhibit some levels of 3.00 Agree
(0) (100) (0) (0)
truancy
The student will exhibit truancy
100 0 0
22 if there is an improper class 5 (4.8) 3.05 Agree
95.2) (0) (0)
placement
Poor teaching and lack of interest
100 5 0
23 in a subject cause a student to 0 (0) 3.05 Agree
(95.2) (4.8) (0)
become truant
Reprimanded student exhibit 102 3 0 0
24 3.97 Agree
truancy (97.1) (2.9) (0) (0)
Lack of parents school communi-
3 102 0
25 cation and involvement results in 0 (0) 3.00 Agree
(2.9) (97.1) (0)
a student to becoming a truant
Low teacher expectation makes a 0 5 0 100
26 1.10 Disagree
student to exhibit truancy (0) (4.8) (0) (96.2)
Too rigid administration policies
102 0 0
27 cause a student to indulge in 3 (2.9) 3.97 Agree
(97.1) (0) (0)
truancy
Lack of facilities in school cause
0 83 21
28 a student to exhibit some levels 1 (1.0) 2.59 Agree
(0) 79.0) (20.0)
of truancy

The inability of the school to

0 22 83 0
29 identify and provide services for 2.21 Disagree
(0) (21.0) (79.0) (0)
problem students cause truancy

Low inferiority complex causes a 0 103 0 2

30 2.96 Agree
student to exhibit truancy (0) (98.1) (0) (1.9)
(Source: Authors Field Survey, 2011)
Legend: SA = Strongly Agree; A = Agree; D = Disagree; SD = Strongly Disagree

Table 3 shows the results of school as a contributing factor to the causes of truancy
among secondary school students. From the result, irrelevant curriculum had 100% of the

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Iheanyi N. OKWAKPAM, Ikechi O. OKWAKPAM. Causes and Levels of Truancy among Secondary School Students: a Case Study
of Rivers State, Nigeria
problems
of education
in the 21st century
Volume 45, 2012

respondents agreeing to this factor, with a mean score of 3.00. Improper class placement had 57
also 100% of the respondent agreeing to this factor with a mean score of 3.05. Poor teaching
and lack of interest in a subject had a mean score of 3.05, with 100% of the respondent agreeing
to this factor as a cause of truancy among secondary students. The result further shows that
reprimanding students, lack of parents school communication and involvement and too rigid
administration policies are factors that causes truancy among secondary students, with mean
score of 3.97, 3.00 and 3.97 respectively. The respondents agreed that lack of facilities in school
and low inferiority complex causes truancy among secondary students with 2.59 and 2.96
respectively as mean scores. On the contrary, low teacher expectation and the inability of the
school to identify and provide services for problem students are contributing factors to causes
of truancy among secondary students with mean score of 1.10 and 2.21 respectively.

Research Question 4:

The fourth research question purported to find out what extent does the community
contribute to truancy? The results are shown in Table 4.

Table 4. Analysis of Responses for Community Factors and Truancy.

S/N Statement SA A D SD Mean Remarks

Lack of support for school by the com- 102 3 0 0
31 3.97 Agree
munity lead to truancy (97.1) (2.9) (0) (0)

Negative peer influences in the com- 104 0 0

32 1 (1.0) 3.01 Agree
munity cause a student to be truant (99.0) (0) (0)

Community cultural heritage cause a 105 0 0 0

33 4.00 Agree
student to exhibit truancy (100) (0) (0) (0)
Gang activities in the community
102 3 0 0
34 where the school is situated cause a 3.97 Agree
(97.1) (2.9) (0) (0)
student to be a truant
Community disputes/crises cause a 102 3 0 0
35 3.97 Agree
student to be truant (97.1) (2.9) (0) (0)
Community upheaval and social
0 102 0
36 change lead to truancy among 3 (2.9) 2.97 Agree
(0) (97.1) (0)
students
Lack of irresponsible community
0 3 100 2
37 service agencies result in students 2.01 Disagree
(0) (2.9) (95.2) (1.9)
becoming truant
Inadequate provision of transportation 0 103 0 2
38 2.96 Agree
by the community leads truancy (0) (98.1) (0) (1.9)

High incidence of criminal activity 0 102 3 0

39 2.97 Agree
result to students becoming truant (0) (97.1) (2.9) (0)

Kidnapping/hostage in society causes 0 103 2 0

40 2.98 Agree
a student to exhibit truancy (0) (98.1) 1.91) (0)
(Source: Authors Field Survey, 2011)
Legend: SA = Strongly Agree; A = Agree; D = Disagree; SD = Strongly Disagree

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58 Results in Table 4 shows that the community contributes to the problem of truancy
among secondary school students. Lack of support for school by the community had 100% of
the respondents attesting to this factor as a cause of truancy among secondary school students,
with a mean score of 2.96. Negative peer influences in the community had a mean score of
3.98; community cultural heritage had a mean score of 4.00; gang activities in the community
had a mean score of 3.97; community disputes/crises had a mean score of 3.97; community
upheaval and social change had mean score of 2.97. Inadequate provision of transportation by
the community had a mean score of 2.96; high incidence of criminal activity with a mean score
of 2.97 and kidnapping/hostage in society with a mean score of 2.98. A glance at the same
Table 4 also shows that 97.1% of the respondents disagreed that the community contributes to
truancy by opposing the fact that lack of irresponsible community service agencies result in
students becoming truant with a mean score of 2.01. From all ramifications and observation,
it should be strongly believed that the percentage of agreed is far above the percentage of
disagreed, meaning that conclusion can be drawn that actually the community contributes to
truancy among secondary school students.

Hypothesis I (Ho1)

There is no significant difference between the students family background factors and
students contributing factors to truancy.

Table 5. Computation of results using t-test analysis showing differences be-

tween family background and student factors.

Variable N X S t-cal t-tab Remarks

Family Background Factors 105 29.07 0.35 12.598 2.00 Reject Ho

Student Factors 105 28.29 0.77 Significant

p< 0.05
Legend: N = Number of respondents; X = Mean score; S = Standard deviation; t-cal= t-calculated value; t-tab
= t-tabulated value; Ho = Hypothesis.

Results from Table 5 shows that family background recorded mean score of 29.07 with a
standard deviation of 0.35. While the student factors have a mean score of 28.29, with a standard
deviation of 0.77. The t-calculated value of 12.598 which is greater than the t-tabulated value
of 2.00 suggests that there is a significant difference between family background and student
factor. The implication of this is that the students family background contributes greatly to the
students level of truancy. Hence, the null hypothesis was rejected.

Discussion

The findings of the present study revealed that poor self-concept causes a student to
exhibit some levels of truancy. Also, the finding of the present study revealed that low self-
esteem cannot cause a student to exhibit some levels of truancy. This finding disagrees with
Reids (2002), Kinder, Harland, Wilkin& Wakefield (1995) and Uwakwe (1998) who found that
low self-esteem and lack of self-esteem causes truancy.
Poor health care causes a student to be truant. This finding agrees in support with Gesinde
(2004) who found that psychiatric disturbances causes a student to be truant. The result of this
study also revealed that student unrest causes a child to go truant. This finding concurs with

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of Rivers State, Nigeria
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of education
in the 21st century
Volume 45, 2012

Bandura (1997) who reported that aggressive behaviour causes truancy among students. The 59
result of the present study reveals that emotional instability causes a student to exhibit truancy.
This finding is in agreement with
Animasahun (2005) who found that lack of readiness to learn, lack of motivation,
the fear of unknown, poor parenting, misplaced priority, bad role models, over indulgence,
excessive domestic work, spiritual factors causes truancy among secondary school students.
Also, the study disagrees that poor academic performance causes a student to exhibit some
levels of truancy. This finding debunks Gray and Jesson (1990), and Reids (2002) who found
that scholastic failure, learning problems and learning style causes student truancy.
In the area of students family background as a contributing factor responsible for truancy
among secondary school students, the study found that financial difficulties, the death of a
father, lack of parental control, one-parent household, parental discord, divorce in the family
and a student whose parents lack appreciation for value of education are factors in the students
family background that can cause a student to exhibit truancy. This finding is in consonance
to Reids (1999) who reported that the characteristics of the background of student involved in
truancy are parents lack appreciation for value of education.
Financial difficulties in the family according to the finding of this study is a contributing
factor to secondary school students becoming truancy. This finding agreed with the views of
Siziya, Muula & Rudatsikira (2007) who observed that many students go hungry sometimes
because of lack of food at home because they are from poor households. They in turn miss class
because they need an opportunity to fend for themselves. This could be done through begging
or scrounging for food. Truant and hungry students may also be involved in piece work to earn
some money to purchase food. Also, this finding agrees with Garry (2001) who reported that
inadequacies in the home and Osarenren (1996) reporting that capacity to make petty cash to
augment family income and unfavorable home circumstances cause truancy.
The finding of this study had it that single parenthood cause truancy among secondary
school students. This finding agrees with Gray and Jesson (1990) that students from single
parents family have poorer attendance rate than those from the more traditional family.
According to the finding of the study, lack of parental control and supervision result
in a student exhibiting some levels of truancy. The finding is in support of Siziya, Muula &
Rudatsikira (2007) who reported that some parents rarely checked homework, neither understood
the problems and worries of students nor supervise the students.
The finding of the study has it that parent discord is a contributing factor to truancy
among secondary school students. The finding further corroborates with Omoegun (1995),
Osarenren (1996) and Owodunni (2008) that children from hostile home environment would
rather prefer to spend most of his days in the midst of his peers where he would be happier and
more relaxed.
On the third research question, the analysis of the data revealed that the school to some
extent contributes to the causes of truancy. This is depicted by the 100% of the respondents
who agreed to that fact. Irrelevant curriculum, improper class placement, poor teaching and
lack of interest in a subject, lack of parents school communication and involvement, too rigid
administration polices, lack of activities in school and low inferiority complex contributes to
truancy among secondary school students. This finding is in line with the views of Boyson
(1974) who found that ordinary boys and their parents know that schools are for schooling and
they see little point in attending schools which cause to offer it. Also, this finding supports
Owodunni (2008) who reported that the student will exhibit truancy if there is an improper class
placement.
Also, the finding is support of past studies by Gabb (1997) who opined that poor learning
conditions, being ill-equipped to tackle normal pressure of school which occurs as a result of
poor teaching and lack of interest in a subject that cause a student to become truant and Adana

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60 (1987) and Igborgbor (1984) who reported that fear of punishment, ridicule, scolding, shame of
setbacks and examinations causes truancy among students.
The results on Table 3 revealed that the school greatly contributes to truancy among
secondary school students. These results concurs with Harte (1995) and Oloko (1996) who
opined that unmet educational needs, placement problems, hostile atmosphere of the school
teachers professional misconduct causes truancy and Osarenren (1996) that teachers
discriminative and harsh behaviour couple with teachers absenteeism causes truancy among
students. The study further revealed that poor school climate causes truancy among secondary
school students. This finding is in agreement with Rothman (2001) and Oyesola (2002) who
observed that poor school climate, causes truancy among students. Omoegun (1995) is of the
view that the main function of the school is the provision of care and guidance. To him, this
includes the provision of conducive learning environment and acquisition of adequate learning
facilities and other conveniences. This corroborates the findings of this study.
On the basis of the fourth research question, the study also found that the community
contributes to some extent to the causes of truancy. This is manifested by the 97% of the
respondents who affirmed to that. Among the factors in the community that contributes to
the causes of truancy include lack of support for school by the community, negative peer
influences in the community, gang activities in the school is situated, community disputes/
crisis, inadequate provision of transportation by the community, high incidence of criminal
activity and kidnapping/hostage in society. Based on the results for the fourth research question,
there was a100% confident level which confirmed that the community influences the causes of
truancy. This finding is in supports of Osarenren (1996) who found that general indiscipline of
the society causes of truancy.

Conclusion

The aim of this research was to find out the causes of truancy among secondary school
students in Rivers State, Nigeria had been examined in this study. Based on the findings of
this study, truancy is detrimental to students achievement, promotion, graduation, self-esteem
and employment potential. Clearly, students who miss school fall behind their peers in the
classroom. This, in turn, leads to low self-concept or esteem and increase in likelihood that at
risk students will drop out of school. Students truancy is a problem that extends much further
than the school. It affects the students, the family, the school and the community at large. The
student, his/her family background, the school and the community are contributing factors to
the causes of truancy among students in secondary schools in Rivers State, Nigeria.

Recommendations

Based on the findings of this study, the following recommendations are made:
1. There should be an empowerment programme for students. This will help in
addressing early marriage and parenthood problems.
2. Parents should work with school administrators, counsellors and teachers to ensure
that students remain in the school. They assist in homework and encouraging parental
decisions in school administration (El-Ibiary & Youmans, 2007).
3. Teachers should help in arranging for help with making up, missed work, tutoring,
placement in a special programme, and/or a transfer to another school.
4. Parents should embark on school visit. This will strengthening the relationship
between the school and the home and encourages parents participation in school
activities. Thus, ensuring proper attendance of their wards to school.
5. The school should play/prepare interesting and irrelevant curriculum to suit the needs
of the students and the community.

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Iheanyi N. OKWAKPAM, Ikechi O. OKWAKPAM. Causes and Levels of Truancy among Secondary School Students: a Case Study
of Rivers State, Nigeria
problems
of education
in the 21st century
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Advised by Eric

C. Amadi, Rivers State University of Science and Technology, Nigeria

Received: May 04, 2012 Accepted: June 17, 2012

Iheanyi N. Okwakpam B.Sc, M.Ed, Assistant Lecturer, Faculty of Technical and Science
Education,
Rivers State University of Science and Technology,
Nkpolu
Oroworukwo, P.M.B. 5080, Port Harcourt, Rivers State, Nigeria.
E-mail: [email protected]
Website: http://www.ust.edu.ng/

Ikechi O. Okwakpam B. Tech, M. Phil, PGDE, Department of Geography and Environmental

Studies,
Ignatius Ajuru University of Education, Port Harcourt, Nigeria.

E-mail: [email protected]
Website: http://www.iaue.edu.ng/

ISSN 1822-7864