Influence of truancy on pupils’ academic performance in primary schools in Kakamega central sub-county, Kenya

Abstract

Education is a continuous process of structured instruction aimed at achieving Sustainable Development Goals through pupils’ academic performance. However, Kenyan primary schools encounter persistent challenges, including low grades, behavioral issues, lack of engagement, and difficulties in mastering basic academic skills, raising significant concerns due to truancy. Thus, the purpose of the study was to investigate the influence of truancy on the academic performance of the primary school pupils in Kakamega central Sub County, Kenya. The objectives of the study were to: Establish the influence of family-related cause of truancy on the academic performance of the primary school pupils in Kakamega central Sub County, Kenya; determine the influence of school-related causes of truancy on the academic performance of the primary school pupils in Kakamega central in Kakamega central Sub County, Kenya; assess the influence of learner-specific cause of truancy on the academic performance of the primary school pupils in Kakamega central in Kakamega central Sub County, Kenya; and examine the influence of peer-group cause of truancy on the academic performance of the primary school pupils in Kakamega central in Kakamega central Sub County, Kenya. The information provided by this research will benefit policymakers, community members and academicians. The study employed a cross-sectional research design, targeting 768 respondents, including 67deputy head teachers, 134 pupils and 567 class teachers. The sample size comprised 256 respondents, consisting of 24 deputy head teachers, 45 pupils and 205 class teachers, selected using a stratified random sampling technique. Data were collected through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study comprising 20 respondents, demonstrating a Spearman’s rank correlation coefficient of 0.74. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data were analyzed for common themes, organized, and discussed within the study’s main objective areas, with relevant quotations used to present findings. The findings of this study could prove beneficial for school teachers, administrators, ministry of education and parents who are vigilant in identifying and addressing such maladaptive behaviors among students. Helped policy makers to come up with policies and programs capable of promoting work skills among students. The research findings indicated a statistically significant correlation between causes of truancy, including family-related, school-related, learner-specific, and peer-group factors, and the academic performance of primary school pupils. Therefore, it is recommended that education policymakers devise and execute comprehensive guidelines and support systems to effectively manage and mitigate the various causes of truancy stemming from family, school, learners, and peer groups.