ASSESSMENT ON THE CAUSES OF TRUANCY AMONG PRIMARY

SCHOOL PUPILS IN TANZANIA IN TANZANIA

A Case of Mindu Ward in Morogoro District

THERESIA S. THADEI
EMA/BGM.22/3695

DEMA Independent Study Report

ADEM

July, 2024

i
ASSESSMENT ON THE CAUSES OF TRUANCY AMONG PRIMARY
SCHOOL PUPILS IN TANZANIA IN TANZANIA

A Case of Mindu Ward in Morogoro District

THERESIA S. THADEI
EMA/BGM.22/3695

An Independent Study Report is Submitted in (Partial) Fulfillment for the

Requirement of the Award of Diploma in Education Management and
Administration (DEMA) Offered by the Agency for the Development of
Educational Management (ADEM)-Bagamoyo

July, 2024

i
 DEDICATION

This work was dedicated to my husband Madale Simon for her unwavering support and endless
encouragement throughout this journey.

i
 ACKNOWLEDGEMENT

I wish to express my thanks to the Almighty God for his mercy to me, giving me this wonderful
strength and good health in my studies. I am heartily thankful to my supervisor Dr. Lucas
Mzelela who gave me guidance and encouraged me to work hard since we had been working
from the beginning of this research. He gave me instruction about this work from initial to the
final stage that enabled me to develop this report. God bless him to all ways of life with good
health.

Also, I would like to express my special thanks to my daughter and my entire family as well for
their constant love, understanding, and encouragement throughout this endeavor.

Sincere thanks should further go to all people participated in this research report, because
without their participation in this study could not be easy to achieve the expected goals over
solving this problem in my society.

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 ABSTRACT

The study assessed the causes of truancy among primary school pupils in Tanzania; specifically,
in Mindu Ward. The study was guided by three specific objectives, to investigate whether the
economic status of the parents can affect ' attendance in primary school in Mindu Ward, to assess
whether Large house hold size contribute to truancy of in public primary schools and to examine
whether parent education level contribute to truancy of pupil in public schools.

Relevant literatures were viewed so as to provide a study with adequate background information
regarding to the researcher problem and establish the research gap which needed to be covered
by the study. The review of literature for this study covered: economic status of the parents and
pupil’s attendance, large house hold size in contributing to truancy among pupils, parent
education level contributes to truancy of pupil in public schools and research gap; as regards to
methodology. The study employed mixed approach with adopted a cross-sectional study design
so as to meet objective of the study.

The study found that the economic status of parents significantly impacts pupils' attendance,
with many respondents agreeing that economic hardship leads to irregular attendance. Children
from economically disadvantaged families are often required to contribute to family income
through activities like farming, cattle keeping, and other labor-intensive tasks, which take
priority over their education. The study found that children in larger households are often
required to take on substantial domestic responsibilities, such as caring for siblings and
managing household chores, which interfere with their ability to attend school regularly.
Children, particularly girls, are burdened with household duties that compromise their
education. The data revealed a strong consensus on this issue, suggesting that targeted
interventions are needed to support these families. The study found that parents' education
levels significantly influence their attitudes towards their children's education, impacting school
attendance and dropout rates. Parents with lower education levels tend to have less enthusiasm
for their children's education and may hold negative attitudes towards schooling, particularly for
girls.

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The study recommended that implementing financial assistance and support programs for
economically disadvantaged families to reduce the need for child labor and ensure children can
attend school regularly.

TABLE OF CONTENTS
DEDICATION................................................................................................................................i
ACKNOWLEDGEMENT............................................................................................................ii
ABSTRACT..................................................................................................................................iii
TABLE OF CONTENTS.............................................................................................................iv
LIST OF TABLES........................................................................................................................vi
LIST OF ABBREVIATIONS.....................................................................................................vii
CHAPTER ONE............................................................................................................................1
INTRODUCTION.........................................................................................................................1
1.1 Introduction............................................................................................................................1
1.2 Background of the Problem...................................................................................................1
1.3 Statement of the Problem.......................................................................................................3
1.4 General Objective..................................................................................................................3
1.4.1 Specific Objective of the Study..........................................................................................3
1.5 Research Question..................................................................................................................4
1.6 Significance of the Study.......................................................................................................4
1.7 Limitations of the Study.........................................................................................................4
1.8 Delimitation of the study........................................................................................................5
CHAPTER TWO...........................................................................................................................6
LITERATURE REVIEW.............................................................................................................6
2. 1 Introduction...........................................................................................................................6
2.2.1 Economic status of the parents and pupil’s attendance.......................................................6
2.2.2 Large house hold size in contributing to truancy among pupils.........................................8
2.2.3 Parent education level contribute to truancy of pupil in public schools.............................9
2.3 Research Gap.......................................................................................................................10
CHAPTER THREE.....................................................................................................................11
RESEARCH METHODOLOGY...............................................................................................11
3.1 Introduction..........................................................................................................................11
3.2 Research Design...................................................................................................................11

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 3.3 Area of the Study.................................................................................................................11
3.4 Target Population.................................................................................................................11
3.5 Sample Size and Sampling Techniques...............................................................................11
3.5.1 Sample Size.......................................................................................................................11
3.5.2.1 Purposive sampling technique.......................................................................................12
3.5.2.2 Random sampling..........................................................................................................12
3.6 Instrument for Data Collection............................................................................................13
3.6.1 Questionnaire....................................................................................................................13
3.6.2 Interview...........................................................................................................................13
3.7 Data Analysis Plan...............................................................................................................14
CHAPTER FOUR.......................................................................................................................15
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS.......................15
4.1 Introduction..........................................................................................................................15
4.2 Demographic Information....................................................................................................15
4.3 Treatment of Specific Objective..........................................................................................15
4.3.1Extent Whether the Economic Status of The Parents Can Affect ' Attendance in Primary
School.........................................................................................................................................16
4.3.2 Extent Large House Hold Size Contribute to Truancy of In Public Primary Schools......18
4.3.3 Extent Parent Education Level Contribute to Truancy of Pupil In Public Schools..........19
CHAPTER FIVE.........................................................................................................................22
SUMMARY, CONCLUSION AND RECOMMENDATIONS...............................................22
5.1 Introduction..........................................................................................................................22
5.2 Summary of the Study..........................................................................................................22
5.3 Conclusion...........................................................................................................................23
5.4 Recommendations for Action..............................................................................................23
5.5. Recommendation for Further Research..............................................................................24
Appendix I....................................................................................................................................27
QUESTIONNAIRE TO TEACHERS........................................................................................27
Appendix II...................................................................................................................................29
QUESTIONNAIRE TO COMMITTEE MEMBERS..............................................................29
Appendix III.................................................................................................................................31
QUESTIONNAIRE TO PUPILS...............................................................................................31

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vi
 LIST OF TABLES

Table 3.1 Composition of the Sample Size............................................................................12

Table 4.1 Demographic Information......................................................................................15
Table 4.2 Economic status of the parents affect the attendance of pupils in primary school 16
Table 4.3 Parent economic activities that hinder pupils attendance in primary school.........16
Table 4.3 Extent large house hold size contribute to truancy of in public primary schools. .18
Table 4.4 Extent Parent Education Level Contribute to Truancy of Pupil In Public Schools20

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 LIST OF ABBREVIATIONS

DEOs District Education Officers

MOEST Ministry of Education, Science, and Technology
PSLM Pakistan Social and Living Standards Measurement Survey
SES Socioeconomic Status
SPSS Statistical Package for Social Sciences
UBOS Uganda Bureau of Statistics
UNESCO United Nations Educational, Scientific and Cultural Organization

viii
 CHAPTER ONE

INTRODUCTION
1.1 Introduction
This chapter presents the introduction, background of the problem, purpose of the study, significance of
the study, research question, and limitation of the study and delimitation of the study .

1.2 Background of the Problem

Truancy is defined as unauthorized absence from school. Desocio et al (2007) argued that the
major problems facing schools were how to effectively deal with student truancy. When students
had not attended school for a long period of time or frequently missing school, were classified as
truants. That incidence of truancy was widely known to be a problem in formal education
systems locally and internationally.

Truancy is the global problem in education aspect in the World especially in developing
countries (UNESCO, 2019). In many countries, truancy is the first sign of trouble, the first
indicator that a young person is giving up and losing his/her way. When young people start
skipping schools, they are telling their parents, school officials and the community at large that
they are in trouble and need help, if they are to keep moving forward in life. Truancy is defined
as unauthorized absence from school (Monobe & Baloyi, 2012). The major problem facing
schools was how to effectively deal with truancy. The incidence of truancy is widely known to
be a problem in formal education systems locally and internationally (Desocio et al, 2007).

Truancy, in African countries, is regarded as a natural, wicked act of escapism which is likely to
take place at some stage during the normal development of children (Reid, 2002, p. 3). In the
same manner, Reid (2005, p. 112) is of the opinion that rules are often perceived by learners as
petty and this can create confrontations in schools which may lead to truancy. Rosati et al.,
(2006) conducted a study on “Child labour and education for all” found negative correlation
between child labour and overall school attendance. According to this study it was perceived that
high levels of child labour translated into large numbers of out-of-school children in many
national contexts, which in turn means lower overall attendance rates. Household chores appear
to create a slighter barrier to school attendance than economic activity, and family-based
economic activity appears to interfere less with schooling than similar work performed outside

1
the family that may be because family work is more flexible to the exigencies of school
(Kipfumo, 2015).

In Tanzania, the legal basis of the right to education by children is the Universal Declaration of
Human Rights mentioned above especially article 26. At the local level, the child’s right to
education is provided in the United Republic of Tanzania Constitution of 1977, article 11 (2),
which provides for the compulsory enrolment and attendance of in primary schools. The
Education Act No 25 of 1978 cap 353 R. E (2002) provides for the right to education, envisaging
the provision of education as compulsory and affirming the right of every individual to get
education up to his or her ability. Thus, every child who is aged 7 to 15 years is obliged to be
enrolled for basic education (Nyamubi, 2015). One of the challenge facing provision of quality
education to all as human right in Tanzania is truancy.

Truancy is the serious problem in Tanzania especially in both rural and urban (URT, 2011). In
light of the findings of different study it is concluded that there is impact of child labour on ’
attendance especially in the interior part of the district. In village localities parents depended on
agricultural activities and children are much more vulnerable to child labour (Kipfumo, 2015).

Another scholar called Florence (2009) conducted a study titled, “The incidence and causes of
Truancy in Senior High Schools: Implication for Counsellors and Parents, in Cape Cost
Metropolis in Ghana. The study sought to investigate various incidences and causes of truancy in
the senior high schools in the cape. The author came up with the following findings, truancy was
caused by, family related causes, school related causes; teachers related causes and community
related causes. The recommendations he made were; firstly, there should be a national-wide
research in all institutions, from basic to the tertiary level on the incidence and causes of truancy
in schools. Secondly, there should be a comparison in truancy among endowed schools as well as
in single sex schools and mixed schools.

There was also a study by Monkie (2004) in the District of West Central Wisconsin. The title
was, “The Nature of Truancy and the Life World of Truants in Primary Schools.” The purpose of
the study was to investigate the phenomenon of truancy and then to characterize the nature and
associated truancy factors, to ensure appropriate management. He adopted a quantitative method
in which questionnaires were used. The study indicated that the majority of participants were
aware of the occurrence of truancy in schools. The study further noted that, factors which

2
contributing to truancy were categorized into the following aspects, personality aspects, which
involved poor social skills, low self-esteem and learning difficulties.

1.3 Statement of the Problem

Educational systems all over the world, school enrollment and proper attendance were two sides
of the same coin. In Tanzania communities had responded to the call of the government on
establishing community primary schools. Morogoro District as well as its districts was not left
behind in that developmental strategy. However, in the process of trying to promote the
provision of public primary education to the majority; Truancy is one anomaly appeared to
interrupt the process towards public primary school. Despite of the various researches conducted
on the area of problems of truancy among in Tanzania, still there is lack of enough information
regarding major factors contributing to the truancy in public Primary Schools in Mindu Ward in
Tanzania. Truancy rate in primary schools in Tanzania is a problem that exists in our public
primary schools despite the established education and training policy (HAKIELLIMU, 2018).
There is a strong link between truancy and the rise of a gang culture in our urban areas which
police struggle to combat (Patel et al, 2004). In all, truancy is a big problem cannot be left
unchecked because of the likely effect it could have on the future truants, the society and the
national at large.

Some researchers had explored the source of truancy in some other parts of the world different
from the district noted. Were there any other causes or were the noted causes in other parts of the
world similar to those operating in the district? Why was the number of truants bigger among
male students as opposed to female? Why was there poor attendance in a particular season?
Were parents cooperating with teachers to find the causes of truancy and strategies to eradicate
the anomaly? Such questions and others activated a necessity of making more explorations on
source of truancy in in primary schools.

1.4 General Objective

The main objective of the study was to assess the causes of truancy among primary school pupils
in Tanzania; specifically, in Mindu Ward.

1.4.1 Specific Objective of the Study

Specifically, the study guided by three specific objectives;

3
 i. To investigate whether the economic status of the parents can affect ' attendance in
primary school in Mindu Ward.
ii. To assess whether Large house hold size contribute to truancy of in public primary
schools
iii. To examine whether parent education level contribute to truancy of pupil in public
schools.
1.5 Research Question
This study guided by three research questions;

i. Does economic status of the parents affect attendance of pupils in primary schools?
ii. Does large house hold size contribute to truancy in public primary schools?
iii. Does parents education level contribute to truancy of pupils in public primary schools?

1.6 Significance of the Study

The study creates awareness among school administrators and other stakeholders on the causes
of truancy in public primary schools.

It helps policymakers formulate policies and programs aimed at promoting work skills among
students. Additionally, the study reveals sustainable strategies capable of eradicating truancy
among students in public primary schools. Furthermore, Ward Education Coordinators, teachers,
and the community use the findings to address truancy issues within their schools and wards. The
research findings are also used by District Education Officers (DEOs), Ward Education
Coordinators, head teachers, teachers, and parents to plan suitable means to alleviate the problem
of truancy in primary schools.

1.7 Limitations of the Study

The terrain towards some of the schools was harsh. The researcher tried their best to ensure that
access to all stations was clear.

With the education policy allowing all pupils to be in school regardless of age, some pupils had
not gained enough English language proficiency to communicate effectively. With the
researcher's guidance, they were able to fill out the questionnaires. Some children were not

4
willing to expose their family backgrounds and were suspicious of the motive behind the
exercise. The researcher assured them of confidentiality.

1.8 Delimitation of the study

The study was conducted in Mindu Ward in Morogoro district. However, the study collected data
from three primary schools, the main reason was because this area facing a problem of truancy
among in public primary schools. The schools to be involved are Kasanga, Mindu, Lugala and
Mgaza primary school. These schools used as sample of all primary schools in Mindu Ward.

5
 CHAPTER TWO

LITERATURE REVIEW
2. 1 Introduction
This chapter comprise of introduction, literature review and research gap of this study.

2.2 Literature Review

According to Baglione, (2012) a literature review is a scholarly paper that presents the current
knowledge including substantive findings as well as theoretical and methodological contributions
to a particular topic. Literature reviews are secondary sources and do not report new or original
experimental work. Most often associated with academic-oriented literature, such reviews are
found in academic journals and are not to be confused with book reviews, which may also appear
in the same publication. This part discusses the economic status of the parents can affect '
attendance, large house hold size contributes to truancy of in public primary schools and parent
education level contribute to truancy of pupil in public schools

2.2.1 Economic status of the parents and pupil’s attendance

Families with low income were the ones with truant students compared to middle- or higher-
income families. Tonisha et al (2011) and Malcolm et al (2003), argued that students from poor
families (low socioeconomic status) failed to afford the necessities of schooling. That
involved uniforms, school fees and other school equipment. On the other hand, higher life
families tended to be more involved in their childrens, education which resulted in lower truant
rates.

In addition, Sheldon (2001), Teasly (2008) and Lorenzo (2007) showed that, for students from
lower economic status, absence rates were higher than the middle and upper economic status,
families; for that matter such families had a greater risk of having truant students. That had an
effect on the student’s exposure to be both mentally and physical stressed. Jod (2003), Monkie
(2004), Romero and Lee (2007) concluded that low socioeconomic status (SES) families
contributed and was a predictor of school truancy due to failure of affording school needs. Jod
(2004), stressed that (SES) aspect contributed highly to student truancy in schools.

6
Ramey and Ramey (1994) established that resource poor families had children with low
academic achievement. This may be attributed to the fact that such parents are unable to provide
basic needs for example, food, habitable shelter, books and conducive home

environment. There is evidence that these needs must be satisfied before the learner can
sufficiently concentrate on school work.

According to McMillan and Westor (2002), socio economic status comprises three major
variables. These include education, occupation and income. Literature on each of these variables
and their effects on children’s academic performance have been reviewed. Studies on Africa by
Eamon (2005) Duke (2000) and Jeynes (2002) indicated that there was a notable distinct
academic achievement gap between children of low and high income parents. Similar results
were found by Bjorkman (2005) among children from Ugandan households with low income.
Lack of adequate resources seem to lead to low academic scores among children. MbaiRee
(2004) indeed, concurred with Njeru and Orodho (2003) that poverty was a major constraint to
effective participation of learners in education.

Parental income has also been found to impact on the achievement of pupils. The study by Saifi
and Mehmood (2011) showed that income of a parent is an indicator of academic performance of
their pupils. Study found that parents’ education, income and facilities at home affect their
children’s academic achievement. Hassan, (2009) also found out that parents’ income has effect
on the achievement of their children. The findings of Lall (1967) are in agreement that parents’
income has impact on children’s attainments.

Family socio-economic status (SES) has been observed globally as an essential predictor
associated with student learning achievement in both developed and developing countries (Hungi
and Thuku 2010). It refers to family socioeconomic status as an individual relative position in the
society and this is often measured through parental income, educational and occupation. Studies
have repeatedly revealed that the parent’s annual income is correlated with student’s
achievement (Eamon 2005). Children whose parents have college education hold so-called white
collar jobs and earn above average income and are considered to come from a higher socio-
economic status background than students whose parents have not completed secondary school
hold blue collar jobs and earn below average wages (Cruickshank, Jenkins and Metcalf, 2009).

7
This study will focus on the three socioeconomic status of parents that is, parental income,
parents educational level and parent’s occupation.

Hill et al. (2004) noted that low income also contributed to their children’s failure to access
college education. Further, Jordon’s and Plank’s findings of (2000) supported the fact that low
academic performance in America was associated with adolescents from lower income families.
Trusty (1999) established that children of parents from high income value learning. Such parents
seem to give their children impetus for learning and academic achievement. Mogaka (2012) also
found out that the levels of income are critical in determining pupils’ achievement, thus high
income families had children who performed better than children from poor families on account
that they lacked basic needs like food and clothing among others.

2.2.2 Large house hold size in contributing to truancy among pupils

Large household size is another major cause for the pupils dropouts. This problem is more
evident in rural areas where the family sizes are generally larger. According to the Pakistan
Social and living Standard Measurement Survey (PSLM) for 2011-2012 the average household
size in rural areas is 6.5 while in urban areas it is 6.2.

According to Eneji et al., (2013) average number of children per family is also greater in rural
areas. Most of the low income families also possess more numbers of children that results into
more numbers of child deprived of education. Inefficient and primitive teaching methods are also
responsible for the dropouts of girls from the primary schools. Many young girls leave the school
due to the fear of punishments by the school teachers. Although efforts have been made by the
government in the recent past for the abolishment of punishment in the schools but still it is not a
negligible factor behind the dropouts. Bad health can also get into the way of educational
attainment process of young girls. Most of the rural communities do not have satisfactory
medical facilities so the rehabilitation periods after the sickness are considerably large. Some
experiences also suggest that the gender of household head is also a potential cause for the
dropouts of girls. Less number of dropout incidences is expected in case of female headed house.
The reason behind this aspect is that female head encourages her child more than the male head.
Apart from these above mentioned causes there are also some physical constraints. These
constraints include distance of the school from home, lack of equipments in the school and the

8
absence of the school in the residency area. Some parents also make religion and cultural norms
as a base for not sending the girls to educational institutes.

The study done by Okumu et al., (2008) described the socio-economic determinants of primary
school dropout in Uganda. Logistic model was used for the analysis of primary school dropout
and data was collected from Uganda Bureau of Statistics (UBOS). Dropout rate was the
dependent variable and education of parents, family size, family income, parent’s attitude, early
marriages, age, gender, health and interest were explanatory variables. They found insignificance
of gender of pupil, distance to school, total average amount of school dues paid by students and
gender of household head in influencing dropout of pupils. All the remaining variables were
significant. Expand free universal education to secondary and vocational level, keep an eye on
non-school fees payments by parents to schools and rolling-out adult education across the entire
country were some policy recommendations

2.2.3 Parent education level contribute to truancy of pupil in public schools

Parents educational level may limit involvement of parents in knowing their children full
activities. Parents who do not understand how school operates tend to have a more difficult time
helping their children at school. For example parents may not be familiar with programs or
services available for their child or with the rules and process to access those services, thereby
limiting the ability as advocates. Parents who have low levels of education themselves or are
unsure of their parenting skills may feel unable to help their children with school work. Students
may misunderstand their parents lack of engagement in school as indicating that schooling is
unimportant, leading to their own disengagement from school (Cardoso and Verner, 2007, Chang
and Romero, 2008, McCray, 2006).

A study done by the Ministry of Education (MOEST, 2007) revealed that parents with
professional qualifications ensure that their children remain in school while parents with low
level of education have negative attitude towards education because they do not see its
immediate benefits. In addition educated parents have improved financial status and improved
quality of life and therefore they act as role models to their children and encourage them to
remain in school (Polesel, Nizi and Kurantowicz, 2011).

Parents level of education influences the continuation of students in school Chugh (2011)
observes that parental education is associated with increased access to education, higher

9
attendance rates and lower dropout rates. Parents who have certain educational level might want
their children to achieve the same level or even higher (Mutinda, 2013).

The educational level of the family is one variable that has the most consistent relationship with
the aspects of schooling. The level of the highest educational attainment by any member of the
family is found to influence enrolment rates and regularity in attendance positively and
dropout population among children negatively (Epstein & Conoley, 1987). There were a
lower percentage of dropouts of girls from homes where parents and other members have high
level of education. This was because they are aware of their influence over their children’s
academic performance in schools. They were also actively involved in the education process of
their children, for instance, supporting the pupil’s basic learning and development at home.
Illiterate parents are not able to do this effectively; therefore, their children are highly
disadvantaged and as a result can withdraw from school early (Epstein & Conoley, 1987)

2.3 Research Gap

The sum up of this reviewed literature, so far has considered truancy as a closed set. It has not
specifically analyzed the rate of truancy among boys and girls, different study conducted in
worldwide on source of truancy and its side impact among performance of schools. Furthermore,
the understanding of the cause that leads to truancy experience in Mindu Ward is not well known
as many studies were carried in different area apart from Morogoro district. This study intends,
among other aspects to explore further victims of this incidence among pupils leading into
truancy, what could be the causes for that. The literature reviewed is related to other areas in of
the world different from those were seen in review. This study bridge the noted gaps within
Mindu Ward in Morogoro District.

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 CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents method and techniques that was used in conducting the study. relevant sub-
section for this chapter concerned research design, area of study, target of population, sample
size, method of data collection techniques and data analysis plan.

3.2 Research Design

A research design is a detailed outline of how an investigation takes place. It includes how data
is to be collected, research instruments to be used, and the means used in analyzing data. It is a
blue print or structure for data collection, measurement and analysis (Kothari 2010, Kano, 2015).
The study on causes of truancy among primary school pupils in Tanzania adopted a cross-
sectional study design. The design is chosen because it is capable of using different samples at
the same time, besides; it involves a low cost and takes short time for data collection (Kano,
2015).

3.3 Area of the Study

The study was conducted in Mindu Ward in Morogoro district. However, the study collected data
from three primary schools, the main reason was because this area facing a problem of truancy
among in public primary schools. The schools involved are are Kasanga, Mindu, Lugala and
Mgaza primary school. Availability of the data is the main reason for selection of the area also
the area is similar to the area where a researcher lives.

3.4 Target Population

Enon, (2005) states that population entails people from which information can be obtained. The
population of the study comprises District Education Officer (DEO), Ward Education
Coordinators (WEC), Head teachers, Class teachers, School committee members and pupils

11
3.5 Sample Size and Sampling Techniques
3.5.1 Sample Size
Sampling is the process of selecting samples. It involves deciding who or what to be researched
(Kothari, 2010 & Kano, 2015). A sample is sub-unit of the population which is being
investigated. There are two main types of sampling, which are probability and non-probability
sampling (Enon, 2007). Both probability and non- probability techniques was used in the study
in order to get a more reliable sample. The sample of the study included District Education
Officer (DEO), Ward Education Coordinators (WEC), Head teachers, Class teachers, School
committee members and pupils

Table 3.1 Composition of the Sample Size

S/N Respondent Category Number of Respondent
1 District Education Officer 1
2 Ward Education Coordinator 1
3 Head teacher 3
4 Teacher 6
5 Pupils 15
6 Committee members 10
Total 36
Source: Field Data, (2023)

3.5.2 Sampling techniques

These are procedure used by researcher to collect information, researcher can decide reliable and
valid instrument for data collection. In this study, two types of sampling techniques applied such
as simple random and purposive sampling technique.

3.5.2.1 Purposive sampling technique

Kothari (2006) defined Purposive sampling as a type of sampling in which the researcher selects
sample based on certain purpose. The technique was useful where a certain sample taken to be
representative of the whole population. Purposive sampling method helped to increase utility of
finding. Since some of the sample required to provide information or data are only one in the
population this one was the best applicable. This method taken by DEO, WEC and head teachers

12
3.5.2.2 Random sampling
Enon (2007) started that ‟random sampling techniques which provided equal chance to every
member in the population to be included in the study. The researchers used random sampling
techniques to select pupils and teachers for the study because it reduced biasness or prejudices in
a selecting the sample. This was done by conducting lottery in some pieces of paper which was
written number and other were blank. Pupils, Teachers and school committee picked pieces of
paper that inciting by number which recognized as the sample participants. The selection of
representative considered gender balance.

3.6 Instrument for Data Collection

Keneth (1991) states that data collections methods are the way of getting and gathering
information concerning the problem from the sample of the study. In this study the researcher
will use questionnaire in data collection.

3.6.1 Questionnaire
Border et al (1991), states that a Questionnaire is properly designed instrument containing
question down precisely for the information one wants to get. The researcher chooses to use this
instrument because it is simple to administer over a large number of respondents with limited
time as well as easy collection of data entire proposed respondents. The researcher asked clear
and short questions which require short answer like “Yes” or “No” filling in the blanks and other
which require opinion or suggestions from the respondents for data collection. The questionnaire
were distributed to Head teachers, Class teachers, School committee members and pupils

3.6.2 Interview
Interview is another research instrument that was used by the researcher to collect data.

Kothari (2004) define an interview as a technique that can be employed to collect information
that involves oral and questioning of respondents. A research interview involved an interviewer,
who coordinates the process of the conversation and asks questions, and an interviewee, who
responds to those questions. Interviews can be conducted face-to-face or over the telephone
(Easwar Moorthy & Zarinpoush, 2006). Detailed information can be obtained and well
explained, more over an interview can gather other supplementary information and quality
information by probing for more information. However, the interview can be disadvantageous

13
since the interviews may be subjective in responding to the questions and the responses being
biased.

The researcher employed both structured and unstructured interview questions to collect
information from District Education Officer (DEO) and Ward Education Coordinators (WEC)

3.7 Data Analysis Plan

The research findings require both qualitative and quantitative analysis. Quantitative analysis
entails analyzing numbers about a situation by choosing specific aspects of that situation.
Descriptive statistics used to analyze the quantitative data obtained. The statistics used include
frequency counts, means and percentages. The Statistical Package for Social Sciences (SPSS)
Computer program for analysis and Microsoft excel used to analyze quantitative data from the
questionnaires. The results of data analysis are presented using frequency distribution tables and
bar graphs.

14
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Introduction
This chapter deals with data presentation, analysis and discussion of findings gathered from the
study.

4.2 Demographic Information

This section presents the demographic characteristics of the respondents, the researcher
compared demographic data to see the correlation of the data, result shown in Table 4.1

Table 4.1 Demographic Information

Demographic Variable N %
Information
Sex Male 21 58.3
Female 15 41.7

Working experience 1-3' 5 83.3

4-5' 4 66.7
6 and above 2 33.3

Level of education Certificate

Primary 15 41.7
Certificate 6 16.7
Diploma 10 27.8
Degree 5 13.9
Source: Research Data, 2024

The table shows the demographic breakdown of the survey respondents. There were more males
(58.3%) than females (41.7%). In terms of work experience, the majority (83.3%) had 1-3 years,
followed by 4-5 years (66.7%) and 6 years and above (33.3%). Educational attainment varied,
with the largest group having a primary school diploma (41.7%), followed by diploma (27.8%),
certificate (16.7%), and degree (13.9%).

15
4.3 Treatment of Specific Objective
The specific treated were three in row which includes to investigate whether the economic status
of the parents can affect ' attendance in primary school in Mindu Ward, to assess whether Large
house hold size contribute to truancy of in public primary schools and to examine whether parent
education level contribute to truancy of pupil in public schools.

4.3.1Extent Whether the Economic Status of The Parents Can Affect ' Attendance in
Primary School
This first objective of the study was to investigate whether the economic status of the parents can
affect ' attendance in primary school in Mindu Ward. To achieve this, the research employed
questionnaires administered to head teacher, teacher, pupils and committee members.
Additionally, interviews were conducted with District Education Officers (DEOs) and Ward
Education Officer. The question asked was “does economic status of the parents affect the
attendance of pupils in primary school”, with the resulting data presented in Table 4.2.

Table 4.2 Economic status of the parents affect the attendance of pupils in primary school
Response Frequency Percentage
Yes 20 56
No 16 44
Total 36 100
Source: Research Data, (2024)

The data in Table 4.2 indicates that the economic status of parents significantly affects the
attendance of pupils in primary school. Out of the respondents, 20 (56%) agree that the economic
status of parents has an impact on attendance while 16 (44%) of the respondents disagree that the
economic status of parents influences attendance. These findings suggest that a majority perceive
economic status as a key factor in pupils' school attendance.

To further understand the impact of parents' economic activities on pupils' attendance in primary
school, the researcher explored specific activities that might hinder attendance, as shown in
Table 4.3.

Table 4.3 Parent economic activities that hinder pupils attendance in primary school
Economic Activities Factor Frequency Percentage

16
 Farming 11 31
Cattle keeping 7 19
Shop selling 3 8
Taking care children 5 14
Riding Motorcycle for carrying passengers 10 28
Total 36 100
Source: Research Data, (2024)

The findings reveal that farming is the most significant economic activity affecting pupils'
attendance, with 11 (31%) of the respondents identifying it as a factor. Riding motorcycles for
carrying passengers is also a notable factor, cited by 10 (28%) of the respondents. Cattle keeping
hinders attendance for 7 (19%) of the respondents, while taking care of children is reported by 5
(14%). Lastly, shop selling is mentioned by 3 (8%) of the respondents.

One of the key informants was of the following view:

"…The economic activities of parents, such as farming and cattle

keeping, often require the involvement of their children, which directly
impacts their attendance at school. Many parents depend on their
children to help with these tasks, especially during peak seasons,
leading to prolonged absences from school."

On the same concern other respondents added

"…Parents' engagement in various economic activities, while crucial

for their livelihoods, poses a challenge to pupils' consistent school
attendance. It is essential to create awareness and provide support
mechanisms to ensure that children can balance their education with
their contributions to family economic activities."

The results revealed that parents' economic activities significantly hinder pupils' attendance in
primary school. This implies that many children are often required to assist in these activities,
which takes priority over their education. Consequently, there is a need for interventions to
support families economically so that children can consistently attend school without being
burdened by these responsibilities.

17
This finding aligns with the study by the International Labour Organization (ILO) (2020), which
published a report on child labor. Their research found that poverty is a major driver of child
labor, with children often forced to work to contribute to the family's income, hindering their
education. Additionally, Benner & Currie (2011) examined the impact of socioeconomic factors
on student attendance. Their study found that children from low-income families were more
likely to miss school due to the need to help with household chores or work. These studies
underscore the critical need for economic support and policies that ensure children can prioritize
their education over economic activities.

4.3.2 Extent Large House Hold Size Contribute to Truancy of In Public Primary Schools
The second specific objective sought to solicit information from head teacher, teacher, pupils and
committee members regarding whether Large house hold size contribute to truancy of in public
primary schools. Similar to the first objective, interviews were conducted with District Education
Officer and Ward Education Coordinator to enrich the data collection process. The findings from
this investigation are presented in Table 4.3.

Table 4.3 Extent large house hold size contribute to truancy of in public primary schools
Statements Strong Agree Agree Disagree
n % n % n %
Pupils have importance in keeping family 19 53% 17 47% 0 0%
while parent are away
Pupils seems to be the second mother of the 15 42% 18 50% 3 8%
family in cooking and washing cooking
utensils
Girls are given similar opportunity at home 10 28% 16 44% 10 28%
like boys
Source: Research Data, (2024)

The findings presented in Table 4.3 show the extent to which a large household size contributes
to truancy in public primary schools where 19 (53%), strongly agree, and 17 (47%) agree that
pupils have an important role in maintaining the household while parents are away. Similarly, 15
(42%) strongly agree and 18 (50%) agree that pupils, particularly girls, often take on the role of a
second mother by cooking and washing utensils. When it comes to gender equality in household
responsibilities, opinions are more divided: 10 (28%) strongly agree, 16 (44%) agree, and 10
(28%) disagree that girls are given similar opportunities at home as boys. These insights suggest

18
that large household sizes often place substantial domestic responsibilities on pupils, contributing
to their truancy in primary school.

When the District Education Officer (DEO) and the Ward Education Officer (WEO) were asked
about this matter, they provided the following opinions:

One of the key informants said that:

"…The involvement of pupils in household responsibilities is a

significant factor contributing to truancy. In large households, children
are often required to take on important roles, such as caring for
siblings and managing domestic chores, especially when parents are
away. This situation makes it challenging for them to maintain regular
school attendance."

Furthermore, other participant added that:

"…The issue of truancy in large households is closely linked to the

socio-economic dynamics within these families. Children, particularly
girls, are often burdened with household duties, which interferes with
their education. It is crucial to implement community awareness
programs and support systems that encourage equitable distribution of
household responsibilities and ensure that children's education is not
compromised by their domestic roles."

The results revealed that a large household size significantly contributes to truancy among pupils
in public primary schools. This implies that children in larger families are often required to take
on substantial domestic responsibilities, such as caring for siblings and managing household
chores, which interferes with their ability to attend school regularly. Consequently, there is a
need for targeted interventions to support these families, ensuring that children's education is not
compromised by their household duties. This may include community awareness programs and
initiatives to promote a more equitable distribution of domestic tasks among all family members.

19
4.3.3 Extent Parent Education Level Contribute to Truancy of Pupil In Public Schools
To ascertain whether parent education level contribute to truancy of pupil in public schools, the
study utilized questionnaires to gather information from head teacher, teacher, pupils and
committee members. Additionally, interviews were conducted with District Education Officers
(DEOs) and Ward Education Officer to further explore this aspect. The findings of this
investigation are presented in Table 4.4.

Table 4.4 Extent Parent Education Level Contribute to Truancy of Pupil In Public Schools
Strong Agree Agree Disagree
n % n % n %
Parents are excited to see their children go to 10 29% 13 37% 12 34%
school
Parent have high attitude on enrolling their 12 33% 16 44% 8 22%
children to school
Pupils whose parent have low level of education 14 39% 17 47% 5 14%
drop early than those pupils whose parent have
high level of education
Parent with low education level believe that 11 31% 17 47% 8 22%
educating a girls is duping the money away
Source: Research Data, (2024)

The findings presented in Table 4.4 highlight the extent to which parents' education levels
contribute to truancy among pupils in public schools. On parents are excited to see their children
go to school, with 10 (29%) strongly agreeing and 13 (37%) agreeing, though 12 (34%) disagree.
Similarly, a majority of respondents believe that parents have a positive attitude towards
enrolling their children in school, with 12 (33%) strongly agreeing and 16 (44%) agreeing,
though 8 (22%) disagree. Furthermore, there is a strong consensus that pupils whose parents
have a low level of education are more likely to drop out early compared to those whose parents
have a higher level of education, with 14 (39%) strongly agreeing, 17 (47%) agreeing, and 5
(14%) disagreeing. Additionally, many respondents agree or strongly agree that parents with low
education levels often hold the belief that educating girls is a waste of money, with 11 (31%)
strongly agreeing, 17 (47%) agreeing, and 8 (22%) disagreeing. These findings suggest that

20
parents' educational backgrounds significantly influence their attitudes towards their children's
education, impacting school attendance and dropout rates.

The findings revealed that parents' education levels significantly contribute to truancy among
pupils in public schools. This implies that parents with lower education levels may have less
enthusiasm for their children's education, hold negative attitudes towards schooling, and are
more likely to believe that educating girls is not valuable. Consequently, children from these
families are at a higher risk of early dropout and irregular attendance. The results align with the
findings of R. C. and Schneider (2018), who examined the impact of parental education on
student achievement. Their study suggests that parental education plays a crucial role in
providing academic support and fostering a positive learning environment at home.

21
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction
This chapter discuss the summary, conclusion and recommendation of the study, which dealt
with the causes of truancy among primary school pupils in Tanzania; specifically, in Mindu
Ward.

5.2 Summary of the Study

The purpose of the study was to assess the causes of truancy among primary school pupils in
Tanzania; specifically, in Mindu Ward. This study was conducted in Mindu ward in Morogoro
district. The study was governed by three specific objectives namely; to investigate whether the
economic status of the parents can affect ' attendance in primary school in Mindu Ward, to assess
whether Large house hold size contribute to truancy of in public primary schools and to examine
whether parent education level contribute to truancy of pupil in public schools.

Relevant literatures were viewed so as to provide a study with adequate background information
regarding to the researcher problem and establish the research gap which needed to be covered
by the study. The review of literature for this study covered: economic status of the parents and
pupil’s attendance, large house hold size in contributing to truancy among pupils, parent
education level contributes to truancy of pupil in public schools and research gap; as regards to
methodology. The study employed mixed approach with adopted a cross-sectional study design
so as to meet objective of the study.

22
The first objective aimed to investigate whether the economic status of parents affects the
attendance of pupils in primary school in Mindu Ward. The study found that the economic status
of parents significantly impacts pupils' attendance, with many respondents agreeing that
economic hardship leads to irregular attendance. This implies that children from economically
disadvantaged families are often required to contribute to family income through activities like
farming, cattle keeping, and other labor-intensive tasks, which take priority over their education.
The second specific objective sought to determine whether a large household size contributes to
truancy in public primary schools. The study found that children in larger households are often
required to take on substantial domestic responsibilities, such as caring for siblings and
managing household chores, which interfere with their ability to attend school regularly. This
implies that children, particularly girls, are burdened with household duties that compromise
their education. The data revealed a strong consensus on this issue, suggesting that targeted
interventions are needed to support these families. The third objective aimed to ascertain whether
the education level of parents contributes to truancy among pupils in public schools. The study
found that parents' education levels significantly influence their attitudes towards their children's
education, impacting school attendance and dropout rates. Parents with lower education levels
tend to have less enthusiasm for their children's education and may hold negative attitudes
towards schooling, particularly for girls. This implies that children from these families are at a
higher risk of early dropout and irregular attendance.

5.3 Conclusion
From the findings the researcher has concluded that; the economic status of parents, large
household sizes, and parental education levels significantly contribute to truancy among pupils in
public primary schools in Mindu Ward. Economic hardships compel children to engage in labor-
intensive activities, large households burden them with substantial domestic responsibilities, and
lower parental education levels lead to negative attitudes towards schooling. These factors
collectively hinder regular school attendance and increase dropout rates. Addressing these issues
requires targeted economic support, community awareness programs, and initiatives to promote
parental education, ensuring that all children can prioritize their education and achieve consistent
school attendance.

23
5.4 Recommendations for Action
Based on the conclusions drawn from the study on the causes of truancy among primary school
pupils in Tanzania, the following recommendations are proposed:

i. Implement financial assistance and support programs for economically disadvantaged

families to reduce the need for child labor and ensure children can attend school
regularly.
ii. Conduct awareness campaigns to educate parents about the importance of regular school
attendance and the long-term benefits of education, particularly for girls.
iii. Encourage families to distribute household responsibilities more equitably among all
members to lessen the burden on school-aged children.
iv. Provide educational programs and workshops for parents to enhance their understanding
of the value of education and improve their ability to support their children's academic
progress.
v. Strengthen and enforce policies that prevent child labor and truancy, ensuring that
children are not exploited for economic activities at the expense of their education.
5.5. Recommendation for Further Research
Basing on this study, further studies should explore the longitudinal impact of economic
interventions on reducing truancy and dropout rates among school children, focusing on how
sustained economic support and educational initiatives influence long-term educational
outcomes.

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Chang, H. N, and Romero, M. 2008. Present, engaged and accounted for: The critical
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McGraw-Hill.

Drumond, K. and Stipek, D. 2004. Low-income parents’ beliefs about their role in children’s
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Durujaye, M. O 1976. A new Introduction to Educational Psychology London: Evans

Feldman KA. (1986). The perceived instructional effectiveness of college teachers as related to
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Ferreira MM. (1995)., The caring of a suburban middle school. Indiana University,
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Herny KL, Thornberry TP. (2010)., Truancy and escalation of substance use during
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Hibbett A, Ken F, Orly M. Occupational outcomes of truancy. British Journal of Educational

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McAra L. (2004), Truancy, school exclusion and substance misuse. Edinburgh: Centre for Law
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26
 Appendix I

QUESTIONNAIRE TO TEACHERS
The main objective of this questionnaire is to collect data of research on “assess the causes of
truancy among primary school pupils in Tanzania; specifically, in Mindu Ward ”. I kindly
request your cooperation and time to help me complete this study.

27
All information you provide will be SECRET and will only be used for the purpose of this study
and not otherwise

SECTION A: ECONOMIC STATUS OF THE PARENTS

1. Does economic status of the parents affect the attendance of pupils in primary school/
Yes ( )
No ( )
2. Comment of the life experience of parent within Morogoro district?
………………………………………………………………………………………………
Does parent in Morogoro district involve children in different economic activities?
Yes ( )
No ( )

SECTION B: LARGE HOUSE HOLD SIZE CONTRIBUTE TO TRUANCY OF IN

PUBLIC PRIMARY SCHOOLS

3. Does girls have importance in keeping family while parent are away?
Yes ( )
No ( )
4. On your opinion does parents contribute girls from dropping from school due to large of
house hold?
Yes ( )
No ( )
5. Does girls are given similar opportunity at home like boys?
Yes ( )
No ( )
SECTION C: PARENT EDUCATION LEVEL CONTRIBUTE TO TRUANCY OF
PUPIL
6. On your opinion does parents are exited to see their children go to school?
Yes ( )
No ( )
7. Do parent have high attitude on enrolling their children to school?
Yes ( )

28
 No ( )
8. Comment on the education level status of parents in Morogoro district?
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..

Appendix II

QUESTIONNAIRE TO COMMITTEE MEMBERS

The main objective of this questionnaire is to collect data of research on “assess the causes of
truancy among primary school pupils in Tanzania; specifically, in Mindu Ward ”. I kindly
request your cooperation and time to help me complete this study.

29
All information you provide will be SECRET and will only be used for the purpose of this study
and not otherwise

SECTION A: ECONOMIC STATUS OF THE PARENTS

1. Does economic status of the parents affect the attendance of pupils in primary school/
Yes ( )
No ( )
2. Comment of the life experience of parent within Morogoro district?
………………………………………………………………………………………………
Does parent in Morogoro district involve children in different economic activities?
Yes ( )
No ( )

SECTION B: LARGE HOUSE HOLD SIZE CONTRIBUTE TO TRUANCY OF IN

PUBLIC PRIMARY SCHOOLS

3. Does girls have importance in keeping family while parent are away?
Yes ( )
No ( )
4. On your opinion does parents contribute girls from dropping from school due to large of
house hold?
Yes ( )
No ( )
5. Does girls are given similar opportunity at home like boys?
Yes ( )
No ( )
SECTION C: PARENT EDUCATION LEVEL CONTRIBUTE TO TRUANCY OF
PUPIL
6. On your opinion does parents are exited to see their children go to school?
Yes ( )
No ( )
7. Do parent have high attitude on enrolling their children to school?
Yes ( )

30
 No ( )
8. Comment on the education level status of parents in Morogoro district?
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..

Appendix III

QUESTIONNAIRE TO PUPILS
The main objective of this questionnaire is to collect data of research on “assess the causes of
truancy among primary school pupils in Tanzania; specifically, in Mindu Ward ”. I kindly
request your cooperation and time to help me complete this study.

31
All information you provide will be SECRET and will only be used for the purpose of this study
and not otherwise.

SECTION A: ECONOMIC STATUS OF THE PARENTS

1. Does economic status of the parents affect the attendance of pupils in primary school?
Yes ( )
No ( )
2. Comment of the life experience of parent within Morogoro district?
………………………………………………………………………………………………
Does parent in Morogoro district involve children in different economic activities?
Yes ( )
No ( )

SECTION B: LARGE HOUSE HOLD SIZE CONTRIBUTE TO TRUANCY OF IN

PUBLIC PRIMARY SCHOOLS

3. Does girls have importance in keeping family while parent are away?
Yes ( )
No ( )
4. On your opinion does parents contribute girls from dropping from school due to large of
house hold?
Yes ( )
No ( )
5. Does girls are given similar opportunity at home like boys?
Yes ( )
No ( )
SECTION C: PARENT EDUCATION LEVEL CONTRIBUTE TO TRUANCY OF
PUPIL
6. On your opinion does parents are exited to see their children go to school?
Yes ( )
No ( )
7. Do parent have high attitude on enrolling their children to school?
Yes ( )

32
 No ( )
8. Comment on the education level status of parents in Morogoro district?
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..

INTERVIEW GUIDE DISTRICT EDUCATION OFFICER

1. Does economic status of the parents affect the attendance of pupils in primary school?
2. Comment of the life experience of parent within Morogoro district?
3. Does girls have importance in keeping family while parent are away?
4. On your opinion does parents contribute girls from dropping from school due to large of
house hold?

33
5. On your opinion does parents are exited to see their children go to school?
6. Comment on the education level status of parents in Morogoro district?

34