Cause And Effect Of Absenteeism Of Students Pdf

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How Excessive Absenteeism Affects Student Performance & Progress

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Download Free PDF. Open Access Publishing Group. Emine A. Download PDF. A short summary of this paper. Survey method was used. The population was comprised of students in the public high schools. The data was collected with "The Scale of Absenteeism Causes" developed by the researchers.

Findings show the causes of students' absenteeism aren't related to school, students themselves and their parent, however; student absenteeism causes partly from psychological reasons. Male students have more absenteeism than female students in terms of the causes of absenteeism sourced by school, students and psychological. Moreover; 9th, 10th and 11th grade students' absenteeism has bigger values than 12th grade students. Keywords: high school students, absenteeism, causes of absenteeism 1.

In other words, the public education system is based on the assumption that students should regularly attend school. Compulsory education laws back up this assumption in Turkey.

All Rights Reserved. In fact, students need to attend school daily to succeed. However; Ubogu says illness, financial difficulties, age, social rank, geographical region, attitudes of teachers, weak school management, high education cost and weather condition can cause absenteeism. Mervilde also reveals that; family health or financial concerns, poor school environment, drug and alcohol use, transportation problems, and differing community attitudes towards education are all conditions that can cause a child not to attend school.

Literature review shows that students' absenteeism can be grouped into these sub-titles: A. Students' negative thoughts about school activities, staffs' low competence and understanding, strict school management cause rebellion Doyle, Fleming , Williams and Teasley emphasize that difficulties and lack of interest in engaging classes are the reasons of absenteeism.

The causes of absenteeism sourced from teachers: Williams , Weller , Wadesango and Machingambi state teachers who are critical and have high expectations from students can cause absenteeism. Teachers' positive attitudes and behaviours affect students' dedication to school positively; however, authoritarian attitudes, lack of communication and high expectations from students can cause absenteeism Ataman, Balfanz and Byrnes express family pressure affects the continuity of students to school negatively.

Marburger takes the issue from a different point of view and says students' absenteeism is due to not being motivated to learning.

The causes of absenteeism sourced from psychology: King and Bernstein express students' psychological mood affects their decisions about going to school. Enomoto says when students feel being ignored by their teachers, they don't continue to school.

Lotz and Lee and Durden and Ellis emphasize if the students are not motivated sufficiently and they don't have self-esteem, they generally tend to be absent at school or class. Problems of the Research In the light of the literature review, problem statements are defined as "What are the causes of absenteeism of high school students?

Do these causes indicate a significant difference in terms of some variables? How is the distribution of the causes of absenteeism high school students' according to the causes of absenteeism sourced from school; students; parent and psychology sub-dimensions?

Do the causes of absenteeism indicate a significant difference in terms of gender, grade, mother and father's education level and grade point average variables according to the causes of absenteeism sourced from school; students; parent and psychology sub-dimensions?

Methodology of Research The survey model was used in this study. Data was gathered with "The Scale of Absenteeism Causes" developed by researchers.

Frequencies, percentages, mean, t-test and one-way ANOVA tests were used in order to evaluate the data. Before deciding what kind of tests were going to be used, Kolmogrov-Smirnov test was used to decide the normality of data Lilliefors, One of the hypotheses of using parametric tests is to provide normality.

Geary says that normality is a legend and data are never normal. So in this study, frequencies, percentage, the means of items, t- test and one-way Anova were used.

Results 4. Because most of the students answer items in this sub-dimension in "never" interval. The mean of this sub-dimension is 1. According to this, students don't think that the causes of their absenteeism aren't related to themselves and the situations affecting them. That is, students don't think that their absenteeism reasons aren't related to their parent. The mean is 2. In table 5, there are t-test results.

In the first sub-dimension, the mean of female students is In the second sub-dimension, the mean of female students is In the third sub- dimension, the mean of female students is 5. In the last sub-dimension, the mean of female students is In all dimensions of the scale the mean of male students is higher than that of female students.

For the effect size value eta-squared which shows to what extend the impact of independent variable is on the dependent variable, Cohen's d has been used. Male students remain absent of school more than female students in the causes of absenteeism sourced from school, students, parent and psychology sub-dimensions.

Variances are homogeneous in the causes of absenteeism sourced from students, parent and psychology while variance isn't homogeneous in the causes of absenteeism sourced from school The first sub- dimension:.

Therefore, in the first sub-dimension Dunnett's C test is used; as in the second, third and fourth sub-dimensions Tukey test is used. Also, for the effect size value Cohen's f is calculated. Tukey and Dunnett's C tests show the difference in the causes of absenteeism sourced from school sub-dimension is between 9thth grades and 9thth grades. Variances are homogeneous in the causes of absenteeism sourced from school, students and psychology sub-dimensions while variance isn't homogeneous in the causes of absenteeism sourced from parent The third sub-dimension:.

Differences are between primary school-university and secondary school-university. In Table 9, there are results about one-way variance analysis. According to Levene, the variance is homogeneous in the 2nd, 3rd and 4th factors however it is not homogeneous in 1st factor. The source of difference is between ,99 and ,99 grade point averages. There aren't any significant differences in other sub-dimensions. Discussion and Conclusions According to findings students' absenteeism isn't affected from the causes of absenteeism sourced from school.

This finding is complied with the results of this study. Wadesango and Machingambi say poor teaching strategies of teachers, boring learning environment, poor social- economic situations and weak student-teacher relationship bring about absenteeism. Suhid, Aroff and Kamal express students' absenteeism are related to strict school management, crowded classrooms and harsh school rules. In this study, most of the students express their opinions as "never" interval to the items in the causes of absenteeism sourced from student sub-dimension.

In Shahzada, Ghazi, Nawz and Khan's study, it can be seen that students remain absent of school because of homework. Most of the students answer the items in the causes of absenteeism sourced from as "never" intervals. Shahzada and friends express that an important number of male students remain absent of school because of family pressure.

Most of the students in this study answer the items in the causes of absenteeism sourced from psychology as "sometimes", "often" and "never" intervals.

Shahzada and friends have reached that most of the students remain absent from school for fear that they could be punished. Balfanz and Byrnes have found that most of the students are absent at school because of illness.

Komakech and Ossu express in their study, most of the students remain absent of school because of lack of materials of lessons, obligation of working somewhere, un-interest of their families, not being provided lunch at school, sexual abuse, living far away from school, illness or epidemic, death of one of the family members or relatives, peer influence and violence.

These overlap with the findings in this study. Male students remain absent of school more than female students in the causes of absenteeism sourced from school, students and psychology sub-dimensions.

Malcolm, Wilson, Davidson and Kirk say in their studies, female students in 7th, 8th and 9th grades remain absent of school more than male students in the same grades. When dealt with in terms of gender, these findings don't overlap with our study's. Findings of the study show that students in the 9th, 10th and 11th grade students remain absent of school because of school and their psychology. Moreover, there is a meaningful difference between the students whose mother are graduated from university and primary school.

Furthermore, students whose father are graduated from primary school remain absent of school more than students whose father are graduated from secondary school and university. Balfanz and Byrnes reveal that chronic absenteeism is most prevalent among low-income students. Gender and ethnic background do not appear to play a role in this. Chronic absenteeism begins to rise in middle school and continues climbing through 12th grade, with seniors often having the highest rate of all.

The data also suggests that chronic absenteeism is concentrated in relatively few schools, with 15 percent of schools in Florida, for example, accounting for at least half of all chronically absent students.

Komakech ve Osuu have revealed in his study that Students who are homeless and staying with friends, relatives are more absent from school than those staying with their biological parents for instance in rural areas; they have to wake up very early in the morning and go to the garden, fetch enough water for use, then prepare for school depending on the time the task is accomplished and sometimes are told to remain to do the construction work.

This implies that. Reference 1. Altman D. Statistics notes: the normal distribution. Ataman, A. Balfanz, R.

THE CAUSES OF ABSENTEEISM OF HIGH SCHOOL STUDENTS

There are a number of young people navigating circumstances that prevent them from being present each day. This could include familial responsibilities, food insecurity, transportation challenges and distance to school. A combination of these barriers can lead to chronic absenteeism. When I was younger there was always this award given to the student who had perfect attendance. I recall at my high school graduation, there was an award for a student who did not miss any days in all four years of high school. At that age, I was really impressed by their efforts and agreed that they should have been rewarded for such an accomplishment. Now, after years of working in education, I recognize that this is not a possible reality for many of our students.

THE CAUSES OF ABSENTEEISM OF HIGH SCHOOL STUDENTS

European Journal of Foreign Language Teaching. European Journal of English Language Teaching. European Journal of Special Education Research.

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The aim of this paper is to determine the generalizability of these theories to a large accounting class in South Africa. This paper is a differentiated replication of the study by Paisey and Paisey, who provided initial evidence of the generalizability of these theories to a small accounting class in Scotland, employing a research questionnaire and the analysis of quantitative and qualitative data. Certain differences that are identified are likely a result of specific country or economic factors.

Class absenteeism: reasons for non‐attendance and the effect on academic performance

Attending school regularly is a vital factor in school success for both students and teachers. Excessive school absenteeism is often linked to poor school academic achievement, so school attendance by both teachers and students plays an integral role in the success and educational advancement levels of any academic institution and all students enrolled. It is crucial to the success of any school to employ dedicated teachers who are physically present to administer quality education to each student. Excessive absenteeism by the teaching staff can drastically hinder the learning environment and academic achievement of students when instructors are not routinely present to teach them.

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 Но вы же позвонили… Стратмор позволил себе наконец засмеяться. - Трюк, старый как мир. Никуда я не звонил. ГЛАВА 83 Беккеровская веспа, без сомнения, была самым миниатюрным транспортным средством, когда-либо передвигавшимся по шоссе, ведущему в севильский аэропорт. Наибольшая скорость, которую она развивала, достигала 50 миль в час, причем делала это со страшным воем, напоминая скорее циркулярную пилу, а не мотоцикл, и, увы, ей не хватало слишком много лошадиных сил, чтобы взмыть в воздух. В боковое зеркало заднего вида он увидел, как такси выехало на темное шоссе в сотне метров позади него и сразу же стало сокращать дистанцию.

Человек неумолимо приближался по крутой дорожке. Вокруг Беккера не было ничего, кроме стен. По сторонам, правда, находились железные ворота, но звать на помощь уже поздно. Беккер прижался к стене спиной, внезапно ощутив все камушки под подошвами, все бугорки штукатурки на стене, впившиеся в спину.

Люди на подиуме с недоумением переглянулись. Дэвид подмигнул крошечной Сьюзан на своем мониторе. - Шестьдесят четыре буквы. Юлий Цезарь всегда с нами.

Чатрукьян это чувствовал. У него не было сомнений относительно того, что произошло: Стратмор совершил ошибку, обойдя фильтры, и теперь пытался скрыть этот факт глупой версией о диагностике. Чатрукьян не был бы так раздражен, если бы ТРАНСТЕКСТ был его единственной заботой. Однако это было не. Несмотря на свой внушительный вид, дешифровальное чудовище отнюдь не было островом в океане.

То есть… как ты их вскрываешь. Сьюзан улыбнулась: - Уж ты-то мог бы это понять. Это все равно что изучать иностранный язык.

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