Factors influencing truancy of boys in public primary schools in Nyali Sub County, Mombasa County, Kenya
Magonda, Winnifred Wangari
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The general objective was to determine the factors influencing truancy of boys in public primary schools Nyali Sub-County, Mombasa County, Kenya. Four research objectives were developed from which research questions were drawn to be answered by the study. Specifically, the study sought to determine the institutional factors influencing truancy, examine the community factors influencing truancy, determine the socio-economic factors influencing truancy and to examine the student factors, influencing truancy among boys in public primary schools in Nyali Sub-county. The study was guided by the Social control theory and Bronfenbrenner’s Bioecological theory of human development. The study employed a Causal research design approach that incorporated a cross-sectional data approach. The study targeted all the 12 public primary schools in Nyali Sub-County, whose population was approximately 11, 078 pupils. A random sample of 3 schools was selected from which a proportional sample that comprised of 45 boys (learners), 18 class teachers and 45 parents/guardians were drawn, making a total of 108 respondents Three questionnaire tools were used to collect the required information. Findings were that classes in the sub-county are largely overcrowded with very high learners to teacher ratio. Three key institutional factors influenced truancy these are: lack of textbooks impacted most on truancy followed by classroom congestion and lastly lack of exercise books. Poverty was found to be the single most significant community factor influencing truancy. Lack of school fees significantly influenced truancy. Student factors did not influence the truancy of the boys at all. Overall, institutional factors, community factors, socio-economic factors and student factors contributed up to 77.2% of the variations in the truancy of the boys in public primary schools in the sub-county. The study was limited to factors in a school set up and did not study the entire concept of truancy because of its complex and multi-dimensional, therefore ends suggesting further research on the aspects that could have been missed out. Recommendations were that accelerated learning programmes be introduced, Infrastructure expansion programme is implemented in the sub-county, the 100% transitioning policy for learners finishing primary education be implemented, that bottlenecks curtailing smooth progression of learners between ECDE and form four be removed, that school feeding programmes be introduced. Further research is necessary to ascertain the additional variables responsible for truancy beyond the four that this study has investigated namely institutional, community, social-economic and student factors. Further research is also necessary to examine the influence of truancy on performance.