Factors Influencing Truancy Among Public Senior Secondary School Students in Port Harcourt Metropolis, Rivers State: Implications for Counselling

International Journal of Innovative Social & Science Education Research 8(4):98-118, Oct.-Dec., 2020

Factors Influencing Truancy among Public Senior Secondary School Students in Port Harcourt Metropolis, Rivers State: Implications for Counselling

1Enwin, Innocent; 2Okirigwe, Nimi Uche, & 3Onu, Erinma Lovenda

1,2,3Department of Educational Foundations, Faculty of Education Rivers State University, Port Harcourt Email. [email protected], [email protected] Phone No. 08033108421, 080395330 ABSTRACT The study examined factors influencing truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Five research questions and five null hypotheses were stated and formulated to guide the study. The study used descriptive survey design. The population of the study was 39,725 respondents comprising of 37,798 students and 1,927 teachers from the 36 public senior secondary schools in Phalga and Obalga. Taro Yamen formular was used to determine the sample size of the study, which was 727 respondents (students = 396, teachers = 331). Stratified random sampling technique was employed to obtain this sample. The instrument used for data collection was a researcher constructed questionnaire tagged “Students and Teachers Opinion on Factors Influencing Truancy among public senior secondary school students Questionnaire”. The instrument was designed in a 4-Point rating scale of Very High Extent (VHE), High Extent (HE), Very Low Extent (VLE), and Low Extent (LE). Data were analyzed using mean and standard deviation while z-test was used to test the hypotheses at 0.05 level of significance. The study found that peer group, school environment, family background, and teachers‟ factors contributes greatly to student‟s level of truancy in senior secondary schools in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Based on the findings of the study, it was recommended that students should be guided and counsels to be selective in type of friends they keep. This will help in reducing truancy among their peers. The school management should ensure that the school administration, rules and regulation are flexible in order to reduce truancy. Parents should put in their best to provide for their children educational needs and trained them morally. This will encourage students not to be truants. Keywords:. Factors, Influence, Truancy, Public Senior Secondary School, Students, Port Harcourt Metropolis, Implications for Counselling

INTRODUCTION Education is the process which a society consciously transmits its knowledge, skills and values from one generation to another. The school as one of the agents of socialization was established to mould, build and shape the youths to become useful to themselves and the society. Such conscious and intentional efforts usually focus in part on character development, behavior modification and values, orientation, especially among youths of the nation. Mahuta (2007), view the school as centre of knowledge and it possesses the power to mould and shape the character of individuals in the society. However, distortion and aberrations in the character of public senior secondary school students are being reflected in the pattern of students‟ classroom behavior. If not checked such behavior may constitute impediments to meaningful classroom learning, school growth and development Ehindero (2015). Prominent among such undesirable behavior is truancy among public senior secondary school students. The objectives of secondary school education in Nigeria are to provide students with academic and vocational skills as well as moral ethics National Policy on Education, (2013). Notwithstanding, maintaining school attendance has become a major concern of parents, teachers, counselors, school

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administrators, and Ministry of Education, this is because truancy has become more common over the years and has created serious problems in the educational system today in Nigeria. Ukanyirioha (2003) defined truancy as running away from school or classes without the consent of parents or school authorities. That is habitual staying of student from school or classes without permission to avoid responsibilities such as assignments, test, examinations and other extra-curricular activities. Odeomelam (2004) also defined truancy as keeping away from school during school hours with neither the permission of the parents or the school authorities view to avoiding punishment, dogging specific functions and neglecting certain lawful school duties. Ubogu (2004) found that illness, age, financial crises, social class, geographical area and institutional factors like teachers‟ attitude, ineffective administration, high cost of education are responsible for truancy. Siziya, Muula and Rudatsikira (2007) stated that sometime most of the students go to school without taking food due to scarcity of food at home as they belong to poor families. Consequently, they miss classes as they need an opportunity to take care for themselves. According to Emore (2005), lateness was common among female students than male students. This was a result of their involvement in domestic activities by their parents; although male students are playing truant more likely than female students (Shah, Abudllahi and Zura, 2012). Also, National Center for science Education (NCSE) (2005) viewed that the girls and boys are equally likely to be truants; it described the behavioral differences that cause truancy among boys and girls. NCSE (2005) reported that girls are more often truant because they are caring for children or others in the family; whereas boys are more likely to engage in gang activity simply “wandering the neighborhood” or playing with peers. NCSE (2005) asserted that romantic relationships are sometimes the causes for truancy among boys and girls in secondary schools, but girls are more likely to be truant due to their relationship with older boys. There may be some factors in school that are responsible for the developing truant behavior among the students. Commenting on the causes of truancy Epstein and Sheldon (2002) explained that truancy is common in these schools where there exists poor implementation of truancy policy, poor communication between parents and school workforces, uncooperative teachers, uncompromising class homework and assignment and low sensitivity to variety of concerns. Maynard (2012) identified several possible causes of truancy among secondary school students which include student factors, family factors, school factors, and community factors. Maynard (2006) established that different teaching and learning styles, teachers‟ absenteeism, low teacher expectations, poor discipline and poor communication between teachers and students have an important relationship with truancy. Furthermore, lack of parental supervision, poverty, misuse of substance and alcohol, lack of family support, household problems, broken homes, and households care duties are the contributory factors of truancy (Hopkins, Green & Burns, 2011; Maduabuchi, 2013; Van Breda, 2014). Also, students‟ homework or assessment tasks, ailments, social incompetence, abnormal physical and mental health, lack of self-esteem, poor peer relationships, poor academic performance are some of the factors that contribute to truancy (Reid, 2006; Maduabuchi, 2013; Gosain, 2013). Gosain (2013) demonstrated that school and family environment are the most influential factors in generating truancy among students. Truancy obstructs effective learning and causes poor academic performance of truant students‟ continuous keeping away from school lead to serious unwanted consequences for both the truant and the communities which caused deformation in the society (Oluremi, 2013). In an attempt to investigate the factors influencing truancy among public senior secondary school students, many studies have been conducted in different parts of the country. Most of the studies tend to emphasize factors such peer group, family background, socioeconomic status, intellectual ability and school environment contribute to truancy (Diaz, 2003; Akanle, 2007; Abdullah, 2015). However, it seems that some studies have being conducted in Rivers State especially in Port Harcourt local Government Area (PHALGA) and Obio/Akpor Local Government Area (OBALGA) which are the case studies of this dissertation, where educational performance of public senior secondary school students appears to be poor and also seem to be degrading. This study aims to fill the gap by examining factors

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influencing truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas with view to providing recommendations that would help reverse the situation. Statement of the Problem Reports have shown that there has been alarming rate of truancy in public senior secondary schools all over the nation today, teachers, school administrators, government, parents and community are putting in their best to reduce truancy but it still persists in our secondary schools. The school as one of the agents of socialization was established to mould, build and shape the youths to become useful to themselves and the society. But the aim of education has being defeated by some students who keep themselves away from school without permission from their parents or school authority, which eventually leads them to delinquent acts especially truancy. Truancy has being found as one of the first and best indicator of academic failure, suspension, expulsion, delinquency and later adult crime. Student non-attendance to class is a problem that extends much further than the school. It affects the students, the family and the society on very high levels. It is noted that students who stayed away from school without permission will not only be left out in the learning process but they may also end up engaging in anti-social behavior such as substance abuse, gangsterism, bullying, alcohol consumption, free and unregulated sex, vandalization, gambling, robbery and cultism (Nawaz, 2005). Ubogu (2005) opined that truants had to engage in risky sexual practice, illicit drug abuse use, alcohol drinking and cigarette smoking. Truant affects the behavior of other students, difficult in keeping accurate records, reduced ability to meet instructional target and damage school reputation. If this issue is left unaddressed it will contributed to a myriad of problems for young people during the school years and into adulthood. Therefore, in order to intervene positively and curb truancy in secondary schools, state government should be encouraged to implement the provision of National Police on Education (NPE, 2004) Section ii (j) by establishing counseling services and employing qualified counselors and building the provisional capacity of the few counselors in schools to provide quality counseling services. This will help in reducing truancy in public senior secondary schools in Port Harcourt metropolis, Rivers State. Purpose of the Study The purpose of this study is to examine factors influencing truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. The study specifically seeks to investigate the following: 1) Find out the extent to which peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. 2) Determine the extent to which family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. 3) Ascertain the extent to which school environment influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. 4) Find out the extent to which teachers‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State 5) Find out the extent to which students‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State

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Research Questions The following research questions were posited to guide the study: 1) To what extent does peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? 2) To what extent does family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? 3) To what extent does school environment influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? 4) To what extent does teachers‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? 5) To what extent does students‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? Hypotheses In order to facilitate proper evaluation of the study the following null hypotheses were formulated to provide direction for the study. 1. There is no significant difference in the mean responses of students and teachers on the extent to which peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. 2. There is no significant difference in the mean responses of students and teachers on the extent to which family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akport Local Government Areas in Port Harcourt metropolis, Rivers State. 3. There is no significant difference in the mean responses of students and teachers on the extent to which school environment influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. 4. There is no significant difference in the mean responses of students and teachers on the extent to which teachers‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. 5. There is no significant difference in the mean responses of students and teachers on the extent to which students‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State.

Review of Related Literature Concept of Truancy Truancy has caused a lot of harm to Nigeria educational system and has an ill-attitude on secondary students academic performance, and moral lives which has caused most youths to exhibit negative attitude such as armed robber, prostitution, substance abuse, substance trafficking, and other social crime ranging from pick-pocketing to secret cult (Stool, 2002). According to Reid (2000), truancy is defined as an action by a student being absent from school for no legitimate reason. Also, Hunt, Akyeampong and Sebates (2010) defined truancy as when a child missed school or class without an excuse from his/her parents or guardians. It also means a child leaving school or class without the permission from the teacher or principal. When a child is consistently late for school, he or she is considered to be a truant. A truant therefore is a student who stays away from school without proper leave permission from school authority or the parents. Also, the students who always tend to keep themselves from studies and avoid attending classes are called truants (Gosain, 2013). Teaslsey (2004) also defined truancy as a child who is absent from school on his own initiative without his or her parents‟ permission. However, according to Burke (2004), truancy can also be identified and

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Enwin et al….. Int. J. Innovative Soc. & Sci. Educ. Res. 8 (4):98-118, 2020 characterized by neuroticism whereby student fear a teacher(s) makes him/her leave school and run back home for safety. In the same vein Van Breda (2006) describe truancy as multidimensional experience that student adapt with the combination of various social psychological and institutional factors. Although different studies use different criteria to defined truancy, it is useful to count truancy, if a student misses class for the whole day or involves in missing a lesson or part of it without given good reason or obtaining reasonable permission from parents or school authorities. Carter (2000) defined truancy, as deliberate absence from school on the part of the student without the knowledge and consent of parents; absence of the student from the school for which no reasonable or acceptable excuse is given. Similarly, Railsback (2004) defines truancy, as when the learner reports for school for brief moment and later disappears. As earlier said, when a student attends school and classes, paying attention to the teacher or instructor, without playing truant and committing other related deviant acts, there is the possibility that such student will perform well academically. According to Cambridge University Reporter (2003), academic performance is frequently defined in terms of examination performance. Academic achievement refers to what the student has learned or what skills the student has learned and is usually measured through assessments like standardized tests, performance assessments and portfolio assessments (Santrock, 2006). Concept of Academic Performance Academic performance refers to how well a student is accomplishing his or her tasks and studies (Scortt‟s, 2012). Grades are certainly the most well-known indicator of academic performance. Grades are the student‟s “score” for their class and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance and instructor opinion of the student as well. According to Ward, Stocker and Murray-Ward (2006), academic performance refers to the outcome of education; the extent to which the student, teacher or institution have achieved their educational goals. Academic performance is the ability to study and remember facts and being able to communicate one‟s knowledge verbally or written on paper (Answers, 2010). In the context of this study, academic achievement refers to the extent to which students have achieved mastery of the objectives of the subjects they are exposed to in school. According to Aremu and Sokan (2003), academic achievement has been observed in school subjects especially mathematics and English Language among secondary school students.

Types of Truancy There are three types of truancy which include: Habitual truancy, occasional truancy and casual truancy. 1. Habitual Truancy: This is type of truancy that occurs when a student (truant) constantly absent from school without the due knowledge or consent of his/her parents or the school authorities. Habitual truants are mainly those students who miss numerous full days of school academic activities. Their frequencies of absenteeism have become regular behavior or habit. It is important to note that students who are habitual truants have high chances of falling behind in school work, decline in their academic performance and even lose their attachment or positive attitudes towards school (Ezeani, 2006). 2. Occasional Truancy: This type of truancy occurs when a student does not constantly and continually absent himself from school. In this type of truancy, the student levels of absenteeism from school without the permission of parents or school authority is irregular. For example, a child whom the mother refuse going to school and was kept at home to help care for sibling and the child taken out of school for an out-of-season family holiday and so on are all instance of occasional truant (Ezeani, 2006). 3. Casual Truancy: This is the type of truancy which occurs when the students absence from school by chance. This type of truancy is not regular and constant but happens by chance. For example, students who remained lurking within sound of the school bell so that they could attend those lessons which interested them (Ezeani, 2006). A casual truant is student who keeps away from school and cuts up to 10 percent of the total number of working days during one academic session. A casual truant is an escapist to avoid unpleasant situation in the school, during school hours. He is amenable to suggestion and

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persuasion and hence most responsive. He is the marginal person to lapse into truancy if left alone and amenable to correction if properly handle (Clinard, 1963). 4. Peer Group and Truancy According to Kang (2006) peer group means a small group of friends which have close relations with each other and they have regular interactions. They share views and exchange ideas with each other and do activities in groups. When children take steps into the stage of adolescence, they spend a large amount of time with their friends as compared to their parents. Those in a peer group have the same status and are about the same age, background, social and political affiliation. According to Newman and Newman (2008), peer pressure is used to describe the demands for compliance to customs of the group and exhibiting dedication and loyalty to the members of the group. Newman and Newman further stressed that as members of a peer group, the group has more influence on the adolescents than they would have as on their own and they begin to recognize the value of united enterprise. Peer group is another factor that influences truancy. Ezewu (2002) stated that peer groups are persons of the same age group, equals or friends with whom the child shares certain social characteristics. This social world to which they share same language, values, norms and mode of interaction may not be understood by the adults. However, it is through peer pressure that students are most likely to be introduced and involved in truant behaviors such as drinking, smoking, indecent act and drop out of school. The peer group has effects on the student truant behaviors. As the child frees himself from dependency and control of the parents and other adults, he falls back on peer group for direction and control. Igbo (1999) stated that the need for a student to conform and be like his peers may bring the student into conflict with his own family. This sensitive young person is anxious to please his beloved ones and to maintain prestige in the eyes of his own generation. This often lead the students into the act of abandoning everything he is supposed to be doing like attending classes, concentrating on his assignments and revising his books and begin to work from place to place in search of where he will get money to be like his peer groups. When this happens the student will never understand what is going on in the class because he is always absent from school, and as a result perform below average academically. Negative peer tension may influence in various ways such as joining students who are delinquent which include truancy, stealing, having unregulated sex, watching films and attending parties during school hours which may eventually lead them into robbery (Arief, 2011). Peer pressure may have a positive influence and help to challenge and motivate one to do best. Peer pressure may also result in one doing thing that may not fit with ones sense of what is right or wrong. In other words, when peer pressure makes one to do things that people dislike, it is a negative peer pressure. 5 Family Background and Truancy Family is the basic socialization agency for the children. Children learn basic concepts about good and bad from their family. They make their values and set the norms of society. Family can make or break the personality of the children. The Bureau of Census (2001) defines family as two or more persons related by birth, marriage, or adoption who reside in the same household. This is a legal definition, relying solely on relationships determined by blood or contact. Families are important to provide safe, nurturing environment in which children can learn to function in the society. Family factors are those issues that influence student‟s absenteeism which are within the control of parents (Cook & Ezennei, 2010; Wadesango & Machingambi, 2011). The study established that children from disadvantaged family backgrounds have higher chances of absenting themselves from schools as opposed to children who come from well to do families. Under this theme, the following factors influencing truancy were identified: poverty, lack of parental involvement, one parent families and distress in family. According to Ajila and Olutola (2007), the state of the home affects the individual since the parents are the first socializing agents in an individual‟s life. This is because the family background and context of a child affect his reaction to life situations and level of performance. Although, the school is responsible for the experiences that make up parents and the individual‟s life during school period, yet parents and

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individual experiences at home play tremendous roles in building the personality of the child and making the child what he is. The family background of students has been linked in many studies to academic achievement (Sheppard, 2009; Sirin, 2005). While the values and attitudes learned from parents has been shown to associate with student achievement (Chang & Romero, 2008). The structure of a child„s family has also been linked to academic progress When the home is not stable, psychologically the student would be unrest too. Some of the family background factors that influences students‟ truancy include, lack of parental supervision, poverty, substance abuse and alcohol. Lack of family support, household problems, broken homes and household care duties are factors that make a child get involved in truant behavior (Hopkins, Green & Burns, 2011; Maduabuchi, 2013; van Breda, 2014). Parental low or high income determined the rate of student truancy. Adeyemo (2013) opined that low and high socio-economic background can also be a factor influencing truancy. The high socio-economic parents are able to provide students educational and family needs, but those parents of low socio- economic background are not able to provide both educational and family needs to their children (Blair, 2012). When parents are not able to meet up educational needs of their children, children will be discouraged to go to school or to enter class and learn. 6. School Environment and Truancy According to Mick Zais (2011), school environment means the extent to which school settings promote student safety and student health, which may include topics such as the physical plant, the academic environment available, physical and mental health supports and services, and the fairness and adequacy of disciplinary procedures, as supported by relevant research and an assessment of validity. The school is expected to provide an atmosphere that is conducive for proper learning and teaching as well as serving as a place to be loved by the students. However, in some situations school assists in making students to engage in truancy. For example, in a situation where a school is having teachers who are harsh to students, where there is high level of bullying, inappropriate school environment, boredom, poor management, poor relations with teachers and in some cases irrelevance of the curriculum, then there must be high tendency of truancy among the students. Reid (2006), Hopskins, Green and Burns, (2011) Chukwuka, (2013) and Mangal (2013) in Gosain, (2013) were of the view that harsh teachers, negatively school experience such as bullying, boring and boredom classes, inappropriate school environment, indiscipline prevalent in the school, lack of interest and co- curricular activities are some of the factors influencing truancy among students that come from the school itself. Therefore, it is crystal clear that the causes of truancy among students are many and varied. So attributing it to single cause is not possible. Gesinde (2005) and Maduabuchi (2013) were of the view that factors influencing truancy are many and varied, and can come from the students, family, school, teacher, peer group, society and government at large. The school environment has to be appealing to the students when, it is not attractive to them the students will resist and resent. To make the school attractive, the very location of the school, its surroundings and classrooms where study takes place have to be good. The environment is expected to have quality and qualified teachers that are committed. In an environment where teachers are not serious about their job can encourage students to become truants. Students can become truants when teachers teach only to earn a livelihood and not taking their profession as a sacred duty with commitment and dedication in building, moulding, and shaping the future of the children. When this situation prevails in the school, students can get an aversion to the school, its staff and environment and they can become truants. 7 Teacher’s Factors and Truancy School is considered as the extended home for individuals as a lot of time is spend in school. Thus, the members in the school setting especially the teachers have a vital role to play in many aspects of students‟ attitude and motivation. Teacher who show lack of respect for students and disregard the different needs among the students can make students attempt truant (National Centre for School Engagement, 2005). Bartholomew (2009) stated that truants like to use “dislike teachers teaching methods” as the most common excuse for playing truant. Truants favor interaction with teachers and students besides being

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granted autonomy in the learning process (Bartholomew, 2009). He further asserted that positive teacher- student interaction can encourage students‟ attendance in class. Teachers‟ characteristics such as rude, sarcastic, unfair, insult and embarrass students can influence truanting behavior though the impacts is rather small (Bartholomew, 2009). Aligned with Bartholomew (2009), Britten (2002) reported that teachers‟ unpleasant and hatred toward certain students can contribute to students‟ truanting behavior. Also students are inclined to skip school when they feel that teachers and schools do not care for them (Van Breda, 2006) or teachers apply authoritarian teaching methods (Wiles, 2000). According to Azizi, Hashim, Yusof and Lee (2007), stated that teachers who like to assign a lot of home-work to students, are always late to class and fail to perform effective teaching will discourage students from staying in school. Finding of Mohammed Sharif and Hazni (2010) support the role of teachers in influencing students to become truant. Mohammed Sharif and Suria (2012) reported that teacher‟s attitude can cause students unexcused absence from schools. 8. Students’ Factors and Truancy Another factor influences truancy among public senior secondary school students come from the students themselves. For example, low level of intelligence, peer influence, weak physical health, social and emotional as well as maladjustment makes a student engage in truancy. Reid (2006), Hopskins, Green and Burns (2011), Maduabuchi (2013) and Mangal (2013) in Gosain (2013) opines that students need to catch up on homework or assessment tasks, illness, lack of social competence, mental health difficulties, physical health, lack of self-esteem, social skills and confidence; poor peer relations, lack of academic ability are some of the factors influencing truancy mainly coming from the student themselves. Omoegun in Musa (2014) opines that a student would rather prefer to spend most of his days in the midst of his peers where he would be happier and more relaxed and this gives room for undue peer influence particularly in antisocial behaviors like truancy. Also, student academic performance could motivate or discourage student‟s attendance. Students who do well in academics always enjoyed learning and could perform any assignment given to them contrary to students who performed poorly in different subjects. According to Reid (2005), said that lack of career aspiration and poor academic performance leads to low self-esteem to student finally causing students to be truants. Similarly, Monkie (2004), Children‟s Law Office (2005), Otopa (2009) found that there was a significant dependency between learners having poor academic problems and truancy. Connie (2000) noted that students on the edge of dropping out because of poor academic performance could choose to withdraw rather than face the humiliation of failing an exit examination. Also, Leaner and Janet, in Igwe and Ashani (2013) stated that learning difficulties included short memory and poor reasoning, poor reading skills and difficulties in calculations.

METHODOLOGY Design of the Study: Descriptive survey design was adopted for the study. Nworgu (2015) described a descriptive survey research as “those studies which aim at collecting data and describing in systematic manner the characteristics, features or facts about a given population” from a few people or items considered as a representative of the entire group. Population of the Study: The population of the study comprised of all students and teachers in public senior secondary schools in Port Harcourt Local Government Area (PHALGA) and Obio/Akpor Local Government Area (OBALGA) of Rivers State. As at the time of this study, Obalga and Phalga has thirty-six (36) public senior secondary schools with a population of 37,798 students and 1,927 teachers, which give a total population of 39,725 respondents. Sample and Sampling Technique Taro Yamen formular (1964) was used to determine the sample size of 727 (teachers = 331; students = 396) for the study. This formular was applied to ascertain sample size for teachers and students separately. For teachers‟ population the formular gave a sample size of 331. Stratified random sampling technique was employed to obtain this sample. This was to ensure fair representation of the different subgroups in the population. To get students sample from Phalga, the sample size for students (396) was multiplied by 10,629 (population of students from Phalga) and then the

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result divided by 37,798 (the entire population for students). Similar calculation was conducted to obtain the sample for the other sub-groups. Research Instrument: The researcher used questionnaire as instrument to collect data for the study. The instrument is tagged “Students and Teachers Opinion on Factors influencing Truancy among Public senior secondary school students Questionnaire (STOFITPSSSSQ)”. STOFITPSSSSQ was objectively used to explore how peer group influence truancy, how family background influence truancy, how school environment influence truancy, how teachers‟ behavior influence truancy and how students‟ behavior influence truancy among senior secondary schools in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State. The instrument was designed in a 4-Point rating scale of Very High Extent (VHE), High Extent (HE), Very Low Extent (VLE), and Low Extent (LE) with numerical values of 4, 3, 2 and 1. Methods of Data Analysis: In analysing the data, statistical tools were employed at various points as demanded by the study. The research questions were answered with arithmetic mean and standard deviation, while z-test was use to test the hypotheses at 0.05 level of significance. Decisions were taken based on the following decision rule: Very High Extent (VHE) = 3.50 - 4.00 High Extent (HE) = 2.50 - 3.49 Low Extent (LE) = 1.50 - 2.49 Very Low Extent (VLE) = 1.00 - 1.49

RESULTS Analysis of Data and Results Research Question 1. To what extent does peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? Table 1: Mean Response of Respondents on to what extent does Peer Group Influence Truancy among Public Senior Secondary School Students S/N Item Statement Teachers=319 Students=370 X SD RMK X SD RMK 1. Keeping bad company of other friends can 3.67 1.03 VHE 3.22 1.18 HE cause truancy 2. Invitation from outside friends can keep you 3.21 1.19 HE 3.76 1.03 VHE away from school 3. Excessive bullying by friends in the school 3.89 0.80 VHE 3.90 1.11 VHE influences truancy 4. Playing computer games with friends outside 3.92 0.64 VHE 3.52 0.67 VHE the school can cause truancy 5. Hanging out with friends during official hours 2.04 0.50 LE 3.01 0.84 HE influence truancy 6. Intimidation from fellow students. 3.49 1.19 HE 3.22 0.31 HE 7. Making friends with low academic students 2.33 0.75 LE 2.56 1.03 HE influence truancy 8. Peers can engage student into truancy when 1.52 0.82 VLE 2.09 0.76 LE prefer entertainment to study 9. When friends threaten to beat me at school I 2.33 0.77 LE 1.02 1.14 VLE stayed at home 10. Most of my friends prefer going to cyber café 1.32 1.19 VLE 1.89 0.80 LE during school period Average Mean/SD 2.77 0.88 HE 2.82 0.89 HE

Source: Researcher’s Field Result, 2019

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The result of Table 1 shows the extent to which peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 4.1 revealed that teachers have an average mean of 2.77 with standard deviation of 0.88 while students have a mean of 2.82 with a standard deviation of 0.89. Research Question 2. To what extent does family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? Table 2: Mean Response of Respondents on to what extent does Family Background Influence Truancy among Public Senior Secondary School Students S/N Item Statement Teachers=319 Students=370 X SD RMK X SD RM K 11. Students may not be regular at school 2.66 1.03 HE 3.90 0.75 VHE when felt being neglected by parents. 12. Students decide to stay at home when 2.83 1.19 HE 3.21 0.79 HE parents did not show interest in education. 13. Students played truant when always 1.09 0.80 VLE 2.95 2.01 HE involve in domestic activities during school hours. 14. Parents rarely encourage their children 2.70 0.83 HE 3.08 1.22 HE to learn at home. 15. Always quarrelling of father and mother 3.07 1.11 HE 3.97 0.92 VHE at home can cause a student to be truant. 16. Lack of learning facilities at home 2.33 0.93 LE 2.99 1.12 HE causes students‟ truancy. 17. Parents remain ignorant about their 1.01 0.80 VLE 2.84 0.98 HE children whether they go to school or not. 18. Poverty in the family can cause a student 1.96 0.88 LE 3.70 0.59 VHE to be truant. 19. Divorce in family negatively affects 2.01 0.97 LE 2.19 0.88 LE student‟s performance and even causes his truancy. 20. Bullying by parents at home can cause 1.06 1.19 VLE 2.47 1.21 LE students truancy Average Mean/SD 2.07 0.97 LE 3.13 1.04 HE Source: Researcher’s Field Result, 2019

The result of Table 2 shows the extent to which family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 4.2 revealed that teachers have an average mean of 2.07 with standard deviation of 0.97 while students have a mean of 3.13 with a standard deviation of 1.04.

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Research Question 3. To what extent does school environment influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? Table 3: Mean Response of Respondents on to what extent does School Environment Influence Truancy among Public Senior Secondary School students S/N Item Statement Teachers=319 Students=370 X SD RMK X SD RMK 21. Ineffective curriculum can cause 1.06 0.81 VLE 1.12 0.72 VLE student to exhibit truancy. 22. Improper placement of students in 1.99 0.66 LE 1.72 0.60 VLE classroom can cause student‟s truancy. 23. Poor and ineffective instructional 3.71 0.72 VHE 3.63 1.03 VHE process can cause a student to be truant. 24. Boring classroom environment is 3.53 1.14 VHE 2.37 1.11 LE responsible for student‟s truancy. 25. Rigid administration rules and 3.62 1.12 VHE 2.04 0.60 LE regulations can cause a student to become truant. 26. Poor availability of physical and 3.92 1.01 VHE 3.21 0.86 HE educational facilities in school can cause truancy. 27. Autocratic environment within school 3.80 0.84 VHE 3.05 0.70 HE causes student‟s truancy. 28. Teachers dislike of student in the school 3.89 0.63 VHE 3.76 0.68 VHE environment cause a student to be truant. 29. Unfriendly attitude of fellow students in 3.22 0.72 HE 2.04 1.10 LE the school environment can cause a student to be truant. 30. Unsafe school environment can cause 2.53 0.83 HE 3.22 1.06 HE truancy. Average Mean/SD 3.51 0.85 VHE 3.09 0.80 HE Source: Researcher’s Field Result, 2019

The result of Table 3 shows the extent to which school environment influences truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 4.3 revealed that teachers have an average mean of 3.51 with standard deviation of 0.85 while students have a mean of 3.09 with a standard deviation of 0.85.

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Research Question 4. To what extent does teachers’ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? Table 4: Mean Response of Respondents on to what extent does Teachers’ Factors Influence Truancy among Public Senior Secondary School Students S/N Item Statement Teachers=319 Students=370 X SD RMK X SD RMK 31. Students played truant because the 3.58 0.72 VHE 3.66 0.81 VHE teachers were fierce. 32. Students played truant because the 2.73 0.83 HE 2.72 0.72 HE teachers canned students. 33. Students played truant because the 1.80 0.59 LE 1.61 1.29 LE teachers absented often. 34. Students played truant because the 1.55 1.11 VLE 1.17 1.10 VLE teachers did not teach well. 35. Students played truant because the 3.05 1.08 HE 3.53 0.87 VHE teachers were not friendly. 36. Harsh and autocratic attitude of teachers 3.82 0.83 VHE 3.06 0.88 HE compels a student to exhibit truancy. 37. Discriminative relation with students 2.60 0.77 HE 2.74 0.64 HE causes students truancy. 38. Too much homework and assignments 1.69 0.90 LE 1.96 1.11 LE given by teacher leads toward students‟ truancy. 39. Teachers uncooperative attitude with 3.12 1.02 HE 2.85 0.98 HE students causes truancy 40. Incompetence of teacher causes students 1.46 1.11 VLE 1.66 0.71 LE to exhibit truancy. Average Mean/SD 2.54 0.89 HE 2.50 0.91 HE Source: Researcher’s Field Result, 2019

The result of Table 4 shows the extent to which teachers‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 4.4 revealed that teachers have an average mean of 2.54 with standard deviation of 0.89 while students have a mean of 2.50 with a standard deviation of 0.91. This implies that teachers‟ factors influence truancy among secondary school students to a High Extent (HE) in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State

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Research Question 5. To what extent does students’ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas in Port Harcourt metropolis, Rivers State? Table 5: Mean Response of Respondents on to what extent does Students’ Factors influence Truancy among Public Senor Secondary School Students S/N Item Statement Teachers=319 Students=370 X SD RM X SD RM K K 41. Poor self-concept causes truancy. 2.53 1.03 HE 2.64 1.18 HE 42. Low self-esteem causes truancy. 3.03 1.19 HE 3.81 1.03 VHE 43. Disruption in the class by students can 1.50 0.80 LE 1.05 2.11 LE cause truancy. 44. Poor academic performance causes a 2.13 0.64 LE 1.88 0.67 LE student to exhibit truancy. 45. Extra ordinary involvement in co- 1.25 0.50 VLE 2.13 0.84 LE curricular and other entertainment activities causes a student to be truant. 46. Poor health causes a student to exhibit 1.89 1.19 LE 1.21 0.31 VLE truancy. 47. Students‟ truancy takes place due to their 2.51 0.75 HE 2.63 1.03 HE inferiority complex. 48. Poor preparation for daily or weekly tests 2.07 0.88 LE 2.08 0.76 LE causes a student to be truant. 49. Incomplete homework makes a student to 1.99 1.05 LE 1.19 1.14 VLE exhibit truancy. 50. Student‟s truancy takes place due to 2.71 0.70 HE 2.64 0.80 HE inability to read and write. Average Mean/SD 2.16 0.87 LE 2.13 0.89 LE Source: Researcher’s Field Result, 2019

The result of Table 5 shows the extent to which students‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 4.5 revealed that teachers have an average mean of 2.16 with standard deviation of 0.87 while students have a mean of 2.13 with a standard deviation of 0.89. This means that students‟ factors influence truancy among secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State to a Low Extent.

Test of Hypotheses The following hypotheses were tested at 0.05 level of significant. Hypothesis 1. There is no significant difference in the mean responses of students and teachers on the extent to which peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 6: z-Test Analysis on to what extent does Peer Group Influence Truancy Groups N SD df z-cal z-crit Decision Teachers 319 2.77 0.88 687 0.740 1.96 Accepted Students 370 2.82 0.89 Source: Researcher’s Field Result, 2019 Since the calculated value of z (0.740) is less than the critical value of z (1.96), the null hypothesis of no significant difference was accepted. This shows that there is no significant difference in the mean

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responses of students and teachers on the extent to which peer group influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Hypothesis 2. There is no significant difference in the mean responses of students and teachers on the extent to which family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 7: z-Test Analysis on to what extent does Family Background Influence Truancy Groups N X SD df Zcal Zcrit Decision Teachers 319 2.07 0.97 687 13.76 1.96 Rejected Students 370 3.13 1.04 Source: Researcher’s Field Result, 2019 Since the calculated value of z (13.76) is greater than the critical value of z (1.96), the null hypothesis of no significant difference was rejected. This shows that there is a significant difference in the mean responses of students and teachers on the extent to which family background influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Hypothesis 3. There is no significant difference in the mean responses of students and teachers on the extent to which school environment influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 8: z-Test Analysis on to what extent does School Environment Influence Truancy Groups N SD df Zcal Zcrit Decision Teachers 319 3.51 0.85 687 6.67 1.96 Rejected Students 370 3.09 0.80 Source: Researcher’s Field Result, 2019 Since the calculated value of z (6.63) is greater than the critical value of z (1.960), the null hypothesis of no significant difference was rejected. This shows that there is a significant difference in the mean responses of students and teachers on the extent to which school environment influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Hypothesis 4. There is no significant difference in the mean responses of students and teachers on the extent to which teachers‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Table 9: z-Test Analysis on to what extent does Teachers’ Behaviour Influence Truancy Groups N SD df Zcal Zcrit Decision Teachers 319 2.54 0.89 687 0.58 1.96 Accepted Students 370 2.50 0.91 Source: Researcher’s Field Result, 2019 Since the calculated value of z (0.58) is less than the critical value of z, the null hypothesis of no significant difference was accepted. This shows that there is no significant difference in the mean responses of students and teachers on the extent to which teachers‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State.

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Hypothesis 5. There is no significant difference in the mean responses of students and teachers on the extent to which students‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Area of Rivers State. Table 10: z-Test Analysis on to what extent does Students’ Factor Influence Truancy Groups N X SD df Zcal Zcrit Decision Teachers 319 2.16 0.84 687 0.453 1.96 Accepted Students 370 2.13 0.89 Source: Researcher’s Field Result, 2019

Since the calculated value of z (0.453) is less than the critical value of z (1.96), the null hypothesis of no significant difference was accepted. This shows that there is no significant difference in the mean responses of students and teachers on the extent to which students‟ factors influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State.

DISCUSSION OF FINDINGS The finding from Table 1 revealed that peer group factors that influence truancy among secondary school students in Port Harcourt and Obio/Akpor Local Government Area of Rivers State include Intimidation from fellow students, keeping of bad company of other friends, and Excessive bullying by friends in the school among others. This result is in agreement with Ezewu (2002) as stated that peer groups are persons of the same age group, equals or friends with whom the child shares certain social characteristics. This social world to which they share same language, values, norms and mode of interaction may not be understood by the adults. However, it is through peer pressure that students are most likely to be introduced and involved in truant behaviors such as drinking, smoking, indecent act and drop out of school. The finding of the study also agree with the affirmation of Arief (2011) who affirmed negative peer tension may influence in various ways such as joining students who are delinquent which include truancy, stealing having unregulated sex, watching films and attending parties during school hours which may eventually lead them into robbery. The finding from Table 2 revealed that family background factors that influence truancy among secondary school students in Port Harcourt and Obio/Akpor Local Government Area of Rivers State include Students inability to be regular at school when felt being neglected by parents, Parents rarely encourage their children to learn at home, Always quarrelling of father and mother at home, Poverty in the family among others. This finding corroborate with Kearney (2008) that children living in poverty are 25% more likely to miss three (3) or more days of school per month as compared to students from higher economic background. The result of the study also uphold that of Reid (2008) and Cook and Ezennei (2014) that parents who lack financial resources cannot provide for the basic needs of their children and this makes some students not to go to school. The find ing from Table 3 revealed that school environment factors that influence truancy among secondary school students in Port Harcourt and Obio/Akpor Local Government Area of Rivers State include Ineffective curriculum which can cause student to exhibit truancy, Rigid administration rules and regulations, Autocratic environment within school, Teachers dislike of student in the school environment, Unfriendly attitude of fellow students in the school environment and Unsafe school environment among others. This findings is in agreement with that of Gosain (2013) was of the view that harsh teachers, negatively school experience such as bullying, boring and boredom classes, inappropriate school environment, indiscipline prevalent in the school, lack of interest and co-curricular activities are some of the factors responsible for truancy among students that come from the school itself. Tobin (2009) suggests that imposing more serious punishments has worsened truant behavior; thus providing punishment to be counterproductive in the fight against chronic absenteeism.

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The finding from Table 4 revealed that teachers‟ factors that influence truancy among secondary school students in Port Harcourt and Obio/Akpor Local Government Area of Rivers State include teachers absented often from school, Harsh and autocratic attitude of teachers, Discriminative relation with students, Teachers uncooperative attitude with students among others. This finding is in corroboration with Bartholomew (2009) who asserted that teachers‟ factors that causes truancy are teachers‟ characteristics such as rude, sarcastic, unfair, insult and embarrassing students can influence truanting behavior though the impacts is rather small. Furthermore, Azizi, Hashim, Yusof and Lee (2007), stated that teachers who like to assign a lot of home-work to students, are always late to class and fail to perform effective teaching will discourage students from staying in school. Finding of Mohammed Sharif and Hazni (2010) support the role of teachers in influencing students to become truant. Mohammed Sharif and Suria (2012) reported that teacher‟s attitude can cause students unexcused absence from schools. The finding from Table 5 revealed that students‟ factors that influence truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Area of Rivers State include incomplete homework, Poor health and poor preparation for daily or weekly tests among others. This result agree with Gosain (2013) as opined that students need to catch up on homework or assessment tasks, illness, lack of social competence, mental health difficulties, physical health, lack of self-esteem, social skills and confidence; poor peer relations, lack of academic ability are some of the factors responsible for truancy mainly coming from the student themselves. Also, Musa (2014) opines that a student would rather prefer to spend most of his days in the midst of his peers where he would be happier and more relaxed and this gives room for undue peer influence particularly in antisocial behaviors like truancy.

CONCLUSION Factors such as peer group factors, family background factors, school environment factors, teachers‟ factors and students‟ factors influence truancy in public senior secondary schools in Port Harcourt metropolis, Rivers State. Efforts should be intensified to arrest this anti-social behaviour and could be made possible if all hands should be on deck and everyone playing their expected roles towards the education of the students. That the society should see truancy as a threat to the achievement of functional education for values, knowledge, skill and national development.

RECOMMENDATIONS Based on the findings of this study, the following recommendations were made: 1. Students should be selective in types of friends they accompany in school. This will help them not to be truants among their peers. 2. Parents should avoid quarrelling before their children and also show them care. This will help to reduce truancy influence by family background. 3. School management should ensure that the school administration, rules and regulation are flexible. This is because rigid policy of school influence truancy among students. 4. Student should be given adequate time in order for them to complete their assignment since incomplete homework, poor health and poor preparation for daily or weekly tests among others influence truancy. 5. Parents should put in their best to make sure that children are completely provided for with their educational needs and also trained them morally. The increasing student registration at all level of education should be matched with corresponding qualified teachers and counselors.

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