ABSTRACT
This study examines the influence of
environmental factors on punctuality behaviour and class attendance in Primary
Schools in some selected Schools in Education District Five, Ojo Local
Government Area of Lagos State. In order to validate this perception, a self –
construction questionnaire was adopted to provide answer to the four research
hypothesis with a population sample of two Hundred (200) students. The main
findings of the study show that the present study established a positive
relationship. It was review that there was a significant relationship between
punctuality behavior and class attendance of students and their parents’ home
influence. It is therefore recommended that parents should minimize the kind of
work given to their children in order for them not to come late to school and
other recommendations should be implemented.
TABLE OF CONTENTS
Cover page i
Certification ii
Declaration iii
Acknowledgement iv
Table of contents v
Abstract ix
CHAPTER ONE INTRODUCTION 1
1.1 Background to the Study 1
1.2. Statement of the Problem 4
1.3. Purpose of the Study 5
1.4. Research Questions 5
1.5 Research Hypotheses 6
1.6. Signification of the Study 6
1.7. Scope of the Study 6
1.8. Operational Definition of Key
Terms 7
CHAPTER TWO REVIEW OF RELATED LITERATURE 8
2.1. Theoretical Literature 8
2.1.1 Concept of Lateness 8
2.1.2 Causes of Lateness 8
2.1.3 Effects of Lateness to School 11
2.1.4. Remedies to Lateness 13
2.2 Empirical Literature 14
2.2.1 Introduction 14
2.2.2. Overview of Literature 15
2.2.3 Dealing Strategies with
Lateness Behavior 17
2.2.4 Parenting Styles 19
2.3 Theoretical Models 23
2.4 Appraisal of Literature 24
CHAPTER THREE METHODOLOGY 26
3.0 Introduction 26
3.1 Research Design 26
3.2 Population of the Study 26
3.2.1 Sample Size Determination 27
3.3 Sample and Sampling Techniques 27
3.4 Instrumentation 28
3.5 Procedures (Method of Data
Collection) 28
3.6 Method of Data Analysis 29
CHAPTER FOUR FINDINGS AND ANALYSIS
4.0 Introduction 30
4.1 Data Analysis of Respondents 30
4.2 Discussion of Findings 42
4.2.1 Discussion on Research
Questions 46
CHAPTER FIVE: SUMMARY, CONCLUSIONS
AND RECOMMENDATIONS 48
5.0
Introduction 48
5.1 Summary 48
5.2 Conclusion 49
5.3 Recommendations 49
5.4 Limitations of the Study 50
5.5 Proposal for Further Studies
References 50
References 51
Appendix 54
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Several studies have suggested that
directly or indirectly, the environment play a part in keeping children from
school and attending class regularly (kinder, Wakefield & Wilkin, 1996;
Kinder, Harland, Wilkin and Wakefield, 1995; Hallam & Raf, 1997). Educators
believe that family and community factors, such as parentally condoned absence,
parenting economic deprivation and lack of self-esteem, were contributing
factors (kinder et al, 1995).
The menace of class attendance,
punctuality to school, absenteeism and school failure among the primary school
graduate has both stared the government and stakeholders in the face. Most
students in primary schools experience academic problem that manifest itself in
the form of student learning and academic poor performance due to late coming
which are being resulted from environment or family oppressions. Many
researchers have sought to find out the reason for the downward trend in the
class attendance and regularity behaviour of primary school student. Adeshinwa
(2013) reported effect of family and poor funding of students’ attending class
regularly for student aged 7-8 years old. Ogbemudia and Aiasa (2013) reported
lack of good environmental factors and peer group influence are causes of
pupils not attending class regularly which could result in poor performance by
students Achieng (2012) found heavily that environmental factors, students
factors and Institutional capacity as the causes while Adeshinwa and Aremu
(2010) posited that factors resident in child, environment, family, society,
government and the school may be composite causative effects for these
downtrend; they, however concluded that there is a need for each of these
variables to be considered extensively, hence the focus of this study is to
critically consider influence of environmental factors on regularity behaviour
and class attendance among primary school students. Others studied showed that
the level of family cohesion (Caplan et al, 2002 cited in Diaz, 2004) and the
environment (Boute, 2001) proved themselves capable of predicting class
attendance which will aid in student performance and student learning.
Hence, many other uncontrollable
variables can be responsible for class attendance and punctuality to school
which in general could aid academic performance of students generally, primary
school students inclusive. Schiefelbaum and Simmons (2000) cited by Adell,
(2002) consider parent background the most importance and most weighty factor
in determining the student attendance in class and being punctual to school.
And most family factors of greatest influence are social larger variables and
the educational and family environment. Emeke (1984) stressed that the
environmental condition and the nature of social interaction that goes on in
the family may have a positive and negative influence on student class
attendance and regularity behaviour to aid academic achievement of a child.
Education at one hand, in its
broadest sense is a process designed to inculcate knowledge, skills and attitude
necessary to enable individual to cope effectively with their environment. Its
promote the fullest individual self-realization for all people. It is indispensable to
normal living, without education the ' individual would be unqualified for
group life (Dzever, 2015).
In addition, one of
the tasks of Education is to train young people to become useful members of the
society and his training begins at home in the informal way. The home of the
child is the first place he/she enters when born into the world by parents. A
home is a place where pupils live with their parents or guardian and it is the
place where they are groomed. It is a place where pupils begin to learn the
norms and values of the society in which they find themselves. The family is a
social unit in any society and it is the source of early stimulation and
experience the student will exhibit in other to project their future academic
excellence. The home influences the child at the most earliest possible time of
his life at a time when his mind is most receptive. It provides the first
impression which' may last through the whole life of the child. The child often
sees the parents to be most significant and they are capable "of promoting
or diminishing him or her in self-worth, student learning, attending class
early, coming to school early which in turn to aid his/her academic performance
(Ekanem, 2004).
Class attendance
which is so paramount to student, in which it stimulates the students, allow
the students to be prepared, concentrated, preparation of their minds towards
the lesson to be learnt which in all been put together connotes for academic
performance which is been refers to the level of performance in school,
accomplishment or success in school". However, academic performance is the
core of educational growth which is been resulted from class. participation
(Dzever, 2015). Also, Cheadle (2008) defined general academic performance as
the process of developing the capacities and potentials of the individual
student so as to prepare that individual to be successful in a specific society
or culture which they are been generated from class participation and coming to
school early in other to prepare their minds for what to be learnt.. From this
perspective, education is serving primarily as an individual development
functions. It is important to keep in mind that academic performance may
largely be a function of the context in which it takes place, and therefore the
necessary abilities may also vary according to the context. In this regard it
may be concluded that the concept, meaning and criteria of academic success may
also vary according to the context in which it is found (class participation
& punctuality to school).
As cited from the
work of Ushie et.al (2012) that home
factor is a very essential factor that affects general students' academic
performance which is a product of both class participation and coming early to
school. The attitude of parents and other factors that constitute home factors
towards class punctuality of student is very paramount. According to Mbugua
(2012), who sees lateness to school as a form of disruptive behaviour. Lateness
disrupts the rhythm of the class lecture, and also distracts other students who
may be paying attention to the lecture; this is reflected majorly from home
oppressions. Since the home is the first agent of learning where the students
start to learn things around them not by themselves but through parent assistance,
directories, guidance to . solve their daily life. Hence, it worth it to simply
study the influence of home factor influencing class participation and
punctuality among primary school students and also it will present information
about the circumstances in which children will believe the reasons why parents
condone their absence from school.
1.2 Statement
of the problem
The
researchers has investigated series of administrative problems affecting
students’ not punctual to school or not participating in class lesson early.
Some identified factors include poor students’ negative attitude to school
environs, overcrowded classrooms, family issues, poor facilities in schools
(oghuvbu 1998, 2000 and 2003). From the experience of the researcher, student attendance
is low in rural and highly populated in modern schools. Teachers are in school,
while most learners, students are at home while lesson is going on. During
examination period, there is 100% attendance in school. Examination-oriented
attendance student, by nature depends on the knowledge of the regular
attendance student or examination hall with prepared materials which are types
of examination malpractice. In these recent times, most students do come late
to school as this research is prepared to identify the cause of this variance
from environmental factor angle to determine the proportion explained by
parenting.
1.3 Purpose
of the study
The purpose
of the study is to investigate the influence of environmental factors on
punctuality behaviour and class attendance in education district V, Ojo zone,
Nigeria. Explicitly, this study is aimed at looking into the following areas;
1.
Find out how
parenting affects students class attendance.
2.
Find out how
parenting affects students punctuality.
3.
Evaluate the effect
of parental socio-economic status on students class attendance and punctuality
4.
And consequently make recommendations
through which negative practices could be addressed.
1.4 Research
Questions
The research
questions of this study are explicitly listed below;
1. Does parenting affect students' class
attendance?
2. Does parenting affect students'
punctuality?
3.
Is there any effect of parental
socio-economic status on students' class attendance?
4.
Is there any high or low proportion
of variation explained by parent socio - economic status on students' class
attendance and punctuality?
1.5 Research
hypotheses
1.
Ho
: There is no significance difference between parenting and students' class attendance
2.
Ho
: There is no significance difference between -parenting and students'
punctuality
3.
Ho
: There is no significance difference between parent socio ;. economic
status, students' class attendance and students punctuality.
1.6 Significance
of the Study
The findings will be
essential to the students, parents, teachers, school management, researchers
-as well as the entire country, Nigeria. This study is embarked on to enlighten
and assist parents in understanding and helping their wards to perform better
in allowing their children to get to school as early as possible. This study
will enlighten the government on the predator effect of environment factors,
parenting style on students’ class attendance and punctuality.
1.7 Scope of
the Study
The study
will be carried out among selected primary school students in Educational
District Five of Lagos state including both male and female students. The study
is centered on the influence of environmental factors on student’s punctuality
behaviour and class attendance in Education District five, Ojo, of Lagos state.
The study also tried to find out how parenting affects student’s class
attendance, student’s punctuality and how parental socio-economic status
affects both student’s class attendance and punctuality simultaneously. This
research is closely limited because of time, financial constraint and precision
of data; hence this research could be verified by future researcher.
1.8 Operational
Definition of Key Terms
Environment: the place where one lives
permanently, especially as a member of a family or household.
Factor: a circumstance, a fact or influence that
contributes to a result.
Influence: the capacity to have an effect on the
character, development or behaviour of someone or something or the effect
itself
Students: a person who is taught by another,
especially a schoolchild or student in relation to a teacher, who is between
the ages of 5 - 17 years.
Lateness: implies a situation. wherean individual
arrives after the proper, scheduled or usual time.
Punctuality: implies a situation where an individual
arrives before the proper, scheduled or usual time.
Attendance: the state of attending or being present the
frequency with which one has been present for a regular activity or sets of
events
Student Class Attendance: the state at which
students are present for a particular activities or set of events.
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