Factors Responsible for Pupil’s Lateness to School in Primary School.
CHAPTER ONE
OBJECTIVE OF STUDY
The purpose of this study is to investigate the factors that are responsible for pupil’s lateness to school. The specific objectives are;
- To find out whether lateness in waking up from sleep in the morning lead to lateness to school
- To find out whether the distance between the pupils’ home and the school contribute to lateness to school
- To find out delay in preparation of food on time by parents contribute to lateness to school
- To find out demand for needed school materials in the morning time lead to lateness to school
- To find out whether lateness to school by teacher’s influence pupils lateness to school
- To find out whether waiting for friends to get prepared lead to lateness to school
- To find out whether hawking in the morning time before preparing to school lead to lateness to school
CHAPTER TWO
LITERATURE REVIEW
Introduction
Several factors have been identified in different literatures as some of the reasons why students come late to school. Chiu Mochi (1993) identified factors such as age, family commitments, change of jobs on the part of parents, health problems as some of the factors that may affect late – coming among high school students. Okwelle (2003) noted among other factors that, learner may develop negative attitude towards school resulting in late – coming or poor attendance because of non – employment of school leavers, repetition of class and insecurity. In a separate study, Alio (2003) highlighted social status and educational level of parent as factors that may influence school attendance and late coming. The study further pointed out that, geographical location of school, student’s attitude towards the first subject of the day and inadequate supervision of student’s activities by teachers and parents and poor teaching methods among others may also affect lateness on the part of students. The report of Okpukpara and Chukkwuone (2007) identified the role of gender in child schooling. From the study, female headed household have higher attendance in schools whereas educated fathers are more likely to have strong impact in increasing the probability of child school attendance than mothers. Emore (2005) reported that lateness is common among female students than male students. This may be due to their involvement in domestic activities. The study further pointed to school location as one of the major causes of lateness among high school learners.
CONCEPTUALIZATION
Literally, the term “late coming” implies a situation where an individual arrives after the proper, scheduled or usual time (Oxford Advanced Learners Dictionary, 2010). It could also be seen as a term used to describe people who failed to show up on the agreed time (Lauby, 2009). In some instances, lateness may seem synonymous with “tardiness”, which implies being slow to act or slow to respond, thus not meeting up with proper or usual timing (Breeze et al., 2010). Lateness can be seen as a “less severe” form of withdrawal that eventually escalates into the “more severe” forms of absenteeism and turnover (Koslowsky et al., 1997). Late coming is therefore viewed as a violation of the principle of punctuality. In most cases, when condoned, it breeds a bad habit and an attitude detrimental to success in numerous enterprises in life. Lauby (2009) defined late coming as inability of an individual or group of people to arrive at an agreed venue at the agreed time. Late-coming to school is an act of arriving at school after the official hour of commencement of the days learning activities. According to the official time table for schools, lessons commences by 7:45am, however, there are other activities that take place before the commencement of lessons, which learners are expected to participate (assembly and registration). This therefore means that all students are expected to be in school before 7:45am, in order to participate in these important activities.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried to examine the factors responsible for pupils lateness to school in primary school. selected primary school in Ethiop local local government of Delta State form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
TEST OF HYPOTHESIS
The statement of the hypothesis for the study is stated in Null as follows
H0: delay in preparation of food on time by parents do not contribute to lateness to school
H1 delay in preparation of food on time by parents contribute to lateness to school
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Factors responsible for pupil’s lateness to school in primary school. A case study of selected primary schools in Ethiop local government of Delta state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of factors responsible for pupils lateness to school in primary school
Summary
This study was on factors responsible for pupil’s lateness to school in primary school. A case study of selected primary schools in local government Ethiop. Three objectives were raised which included; To find out whether lateness in waking up from sleep in the morning lead to lateness to school, to find out whether the distance between the pupils’ home and the school contribute to lateness to school, to find out delay in preparation of food on time by parents contribute to lateness to school, to find out demand for needed school materials in the morning time lead to lateness to school, to find out whether lateness to school by teacher’s influence pupils lateness to school, to find out whether waiting for friends to get prepared lead to lateness to school and to find out whether hawking in the morning time before preparing to school lead to lateness to school. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected primary schools in Ethiop local government of delta state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
It can be concluded that factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools were poor preparation for school, going late to bed, distance of school from home, high level of poverty, peer pressure, single parents among others. There were no significant differences in the factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools based on gender and years of teaching experience. However, there were significant differences in the factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools based on educational qualification
Recommendation
Students look up to teachers for emulation, therefore, teachers should be of good character and model good behaviors for students to emulate. They should endeavor to get to school and classes on time themselves.
Schools are established to mold and shape students. School authority should give strict sanctioning to students who had turned lateness to school to habitual habit. They could also come up with other strict measures that could halt habitual late coming among students.
References
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