THE EFFECT OF TRUANCY ON STUDENTS’ ACADEMIC PERFORMANCE IN

PHYSICS IN GOVERNMENT AIDED SCHOOLS: A STUDY ON SOME SELECTED

GOVERNMENT AIDED SECONDARY SCHOOLS IN IBANDA MUNICIPALITY IN
UGANDA

BY

KWESIGA PIUS

2022/HD04/1613U

2200701613

A RESEARCH PROPOSAL SUBMITTED TO THE DIRECTORATE OF RESEARCH

AND GRADUATE TRAINING IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF MASTER OF SCIENCE
EDUCATION DEGREE OF MAKERERE UNIVERSITY

JUNE 2023

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 TABLE OF CONTENTS

CHAPTER ONE---------------------------------------------------------------------------------------------1

INTRODUCTION-------------------------------------------------------------------------------------------1
1.0 Introduction.--------------------------------------------------------------------------------------------1
1.1 Background of the study------------------------------------------------------------------------------2
1.1.1 Historical perspective----------------------------------------------------------------------------2
1.1.2 Theoretical perspective---------------------------------------------------------------------------3
1.1.3 Conceptual perspective---------------------------------------------------------------------------5
1.1.4. Contextual perspective--------------------------------------------------------------------------5
1.2 Statement of the problem-----------------------------------------------------------------------------6
1.3 Purpose of the study-----------------------------------------------------------------------------------7
1.4 Statement of Hypothesis:-----------------------------------------------------------------------------7
1.5 Significance of study----------------------------------------------------------------------------------7
1.6 Scope of the study-------------------------------------------------------------------------------------8

CHAPTER TWO-------------------------------------------------------------------------------------------10

LITERATURE REVIEW--------------------------------------------------------------------------------10
2.0 Literature review-------------------------------------------------------------------------------------10
2.1 Conceptual framework-------------------------------------------------------------------------------10
2.2 The concept of truancy------------------------------------------------------------------------------11
2.3 Consequences of truancy----------------------------------------------------------------------------11
2.4 Causes of truancy-------------------------------------------------------------------------------------11
2.4.1 Schools--------------------------------------------------------------------------------------------13
2.5 Effects of truancy-------------------------------------------------------------------------------------13
2.6 Impact on the education system--------------------------------------------------------------------14
2.7 Solution to truant behaviour------------------------------------------------------------------------15
2.8 Research hypothesis----------------------------------------------------------------------------------16

CHAPTER THREE---------------------------------------------------------------------------------------18

RESEARCH METHODOLOGY-----------------------------------------------------------------------18
3.0 Introduction-------------------------------------------------------------------------------------------18
3.1 Research design---------------------------------------------------------------------------------------18
3.2 Population of the study------------------------------------------------------------------------------18

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 3.2.1 Sample and sampling procedure---------------------------------------------------------------18
3.3 Research instruments--------------------------------------------------------------------------------19
3.3.1 Validation of instruments----------------------------------------------------------------------19
3.3.2 Reliability of instruments----------------------------------------------------------------------19
3.4 Data collection procedure---------------------------------------------------------------------------20
3.4.1 Data presentation and analysis procedure----------------------------------------------------20
3.5 Limitations of the study-----------------------------------------------------------------------------20
3.6 Data management------------------------------------------------------------------------------------21
3.7 Ethical considerations--------------------------------------------------------------------------------21

REFERENCES---------------------------------------------------------------------------------------------22

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 CHAPTER ONE
INTRODUCTION
1.0 Introduction.

This research aims to investigate the impact of truancy on the academic performance of students
in selected schools within Ibanda Municipality, which is located in the Western Region of
Uganda. Ibanda serves as the main political, administrative, and commercial hub of Ibanda
District, and it gained municipal status in 2016. The municipality is divided into three divisions:
Kagongo, Bisheshe, and Bufunda, comprising a total of 21 wards. Ibanda is situated
approximately 70 kilometres (43 miles) northwest of Mbarara, the largest city in the Ankole sub-
region, and around 290 kilometres (180 miles) southwest of Kampala, the capital city of Uganda.

The core focus of this study is to assess how truancy affects students' performance in science
subjects, particularly physics. Education serves a purposeful function aimed at achieving specific
objectives, such as the transmission of knowledge and the development of skills and character
traits. These objectives may encompass fostering understanding, rationality, kindness, and
honesty. Many researchers highlight the role of critical thinking as a differentiating factor
between education and indoctrination. Education is intended to mould individuals into
productive members of society while also nurturing an appreciation for their cultural heritage
and enhancing their overall quality of life. However, numerous obstacles hinder learners from
accessing quality education.

A study titled "Causes and Impacts of Truancy among Primary School Pupils," conducted in
2002, highlights the critical role parents play as their child's initial and perhaps most influential
teachers. Parents impart attitudes, habits, and values that shape their child's character and endure
throughout their life. Nonetheless, many parents lack the time or ability to teach their children
everything they need to know, leading to their reliance on teachers. Consequently, education is
indispensable for leading a fulfilling life, as it serves as the foundation of human existence
(Restuta.S 2002).

Truancy is a significant issue that negatively impacts academic performance among secondary
school students in Ibanda Municipality schools, mirroring a broader problem in East Africa,
particularly in urban areas. To illustrate, according to the Basic Education Statistics report of

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2009/10 released by the Ministry of Education and Vocational Training, Form Two experiences
the highest dropout rate, with 9,627 students leaving school. The report also reveals that truancy
is the primary reason for students dropping out, accounting for 36.2% of cases. Notably, there
has been a decrease in dropout rates due to truancy, from 68.7% in 2008 to 36.2% in the
subsequent year. Nevertheless, truancy continues to be a significant factor affecting student
performance. This issue is not unique to Tanzania, as similar trends are observed in Uganda,
Kenya, and other East African countries.

1.1 Background of the study

What follows, it’s the background of the study that comprises the historical, theoretical,
conceptual, and contextual perspectives. After this, the research problem, research aims and
specific objectives and questions are presented. The last part of this chapter focuses on the
significance and scope of the study.

1.1.1 Historical perspective

Truancy can have both short-term and long-term consequences on society. Research indicates a
connection between truancy and delinquent behaviour as well as juvenile crime (Collins,
1998:38; Reid, 1999:25). It has been reported that 80% of inmates in the United States were
truants at some point, and the percentage of juvenile offenders who initially started as truants is
on the rise (Gale Research, 1998). Truancy is also linked to later marital and psychological
issues in early adulthood and serves as a predictor of various problems (Fogelman & Hibbert,
1990:179). Additionally, Malan (1972:144) argues that a high truancy rate has detrimental
implications for workforce development.

The increase in poor performance and failures in science subjects at the secondary school level
can result in significant losses. This affects individual students who aspire to pursue higher
education and careers, potentially compromising their goals due to poor performance in science
subjects. Furthermore, this can impact the nation's objectives of cultivating professionals in
various scientific fields such as medicine, communication, industries, and construction to attain
its technological development goals (Rogers & Ford, 2007).

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Numerous studies have been conducted to investigate the factors contributing to poor
performance in science subjects and the overall trend in science subject performance. For
instance, Dhurumraj (2013) conducted a study focusing on factors contributing to poor learner
performance in physical sciences in the KwaZulu-Natal Province, particularly in schools within
the Pinetown District. His findings identified factors such as resource shortages, the language of
instruction, the socio-economic status of students, parental involvement, large class sizes,
students' developmental levels, and curriculum issues as contributing to poor performance in
science subjects.

Osaki (2007) highlighted that despite significant efforts to enhance access to quality education in
Tanzania over the past two decades, there remains a persistent problem of poor performance in
mathematics and science subjects at both primary and secondary school levels. This raises
concerns about whether the education system can produce graduates with the necessary
competencies for the emerging technology sector. Failure rates in mathematics and the sciences
continue to be high, with little improvement observed at the primary and secondary school
levels.

Similarly, Kiyaga (2013) noted that science subjects continue to pose challenges in Uganda's
education system, despite ongoing efforts to promote the academic field. Results from the 2012
Uganda Certificate of Education (UCE) revealed the ongoing poor performance of science
subjects compared to arts subjects.

Given the absence of prior research on the impact of truancy on students' academic
underperformance in physics in secondary schools within Ibanda Municipality, the researcher
believes it is essential to investigate this specific issue, as it could provide valuable insights into
a critical aspect of education that has not been extensively studied in the local context.

1.1.2 Theoretical perspective

The research is grounded in the Constructivism theory, originally developed by Jean Piaget. This
theory posits that individuals build their understanding and knowledge by actively engaging with
experiences and reflecting upon them. According to Constructivism, when a person encounters
something new, they must reconcile it with their existing beliefs and experiences, potentially

3
altering their beliefs or dismissing the new information as irrelevant. In many cases, individuals
are actively involved in creating their own knowledge (Rovai, 2004).

Janssen (2000) further elucidates the principles that underpin the Constructivism learning theory,
including the following:

Learning is an active process where learners use sensory input to construct meaning, primarily
occurring mentally within their minds.

People learn to learn as they engage in the learning process.

Learning is a social activity, closely linked to interactions with others and the surrounding
environment.

Language plays a vital role in learning.

Learning is context-dependent, and it pertains to what is known, believed, or observable.

Learning is not instantaneous; it takes time.

Prior knowledge is necessary for learning.

Motivation is a crucial component of the learning process.

The relevance of this theory to the study lies in its applicability to the teaching and learning of
various subjects, including science. Academic performance in science subjects is influenced by
how these subjects are learned. The process of teaching and learning science subjects involves
activities such as asking questions, conducting experiments, making observations, and exploring
concepts, all of which align with the fundamental principles of Constructivism learning theory.

Piaget (1950) argued that learners internalize knowledge through processes like accommodation
and assimilation, where they construct new knowledge based on previous experiences and
information. Constructivism views learning as an active process in which students actively build
upon their existing knowledge and incorporate new information. These processes are crucial for
effective teaching and learning in science, which often require practical experimentation,
observation, and knowledge retention. Consequently, the Constructivism learning theory is
highly relevant to this study, as it is intricately tied to the teaching and learning of science
subjects, ultimately affecting academic performance.

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Nevertheless, Constructivism has faced criticisms from various scholars. Some challenges
associated with this theory, as outlined by Merrill (1991), include the risk that learners may
become too focused on the specific context of their learning, hindering their ability to generalize
knowledge to new situations. Additionally, Constructivism can potentially lead to "groupthink"
or "individual thinking," where collaborative learning environments may suppress dissenting
voices, forcing students to conform to dominant opinions and potentially causing confusion
(Atherton, 2013).

1.1.3 Conceptual perspective

According to the National Centre for School Engagement (2006), truancy is defined as the
absence of a student from school without a valid excuse from their parent or guardian, or if the
student leaves school or a specific class without obtaining permission from the responsible
teacher or administrator. In such cases, the student is categorized as truant.

Kyle Z (2005) offers a similar perspective, defining truancies as unexcused absences that extend
for at least one class period during the school day.

In operational terms, truancy can be described as the recurring absence of children from school
without proper authorization.

Martinez (2007) defines academic performance as the end result produced by students, often
represented by their school grades.

Caballero et al. (2007) suggest that academic performance encompasses the attainment of
objectives and goals outlined in the curriculum or course that a student is enrolled in.

According to The Oxford Dictionary, academic performance refers to the achievements that
indicate how successful a person has been in reaching specific objectives, particularly within
educational settings such as schools, colleges, and universities.

In operational terms, academic underperformance can be characterized as not performing as well

as one has the potential to, especially in academic tasks and school-related work.

1.1.4. Contextual perspective

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The study aims to explore the repercussions of truancy on the academic achievements of students
in the field of physics within secondary schools situated in Ibanda municipality. Ibanda, located
in the Western Region of Uganda, serves as the central hub for political, administrative, and
commercial activities in Ibanda District, housing the district's administrative offices. Despite
concerted efforts to improve the subpar performance in science subjects, especially physics, in
Ibanda, persistent truancy issues continue to prevail. This underscores the fact that as long as
truancy problems persist, students' performance in science subjects, particularly physics, is likely
to remain suboptimal.

As Benjamin K (2015) points out, truancy can lead to detrimental consequences for students,
schools, and society at large. These consequences encompass poor academic performance,
wasted learning opportunities, increased dropout rates, and the potential for future poverty
affecting both individuals and their families.

Similarly, as noted by Kasiita M and Aisha M (2022), addressing absenteeism and truancy can
have a positive impact on the academic performance of students in both primary and secondary
schools.

1.2 Statement of the problem

Students who regularly attend school without truancy tend to acquire more knowledge,
experience fewer disciplinary issues, develop stronger study habits, and often achieve greater
academic success than their truant counterparts. Truancy poses a significant challenge to the
learning environment in many schools, and schools have generally struggled to effectively
address this problem, as it often remains unaddressed at its root causes. This issue of truancy has
serious implications for the overall success of large urban schools, as explained by Bill R (2010).
One noticeable consequence of truancy is an increased tendency for schoolchildren to engage in
social misconduct, such as loitering, theft, smoking, and participating in protests.

The primary objective of this study is to identify the underlying causes of truancy and its impact
on students' academic performance, particularly in the sciences, with a specific focus on physics.
The aim is to propose potential solutions to address the issue of truancy and its associated
negative outcomes. When young individuals begin to skip school, it raises significant concerns
for both educational institutions and the broader community, as emphasized by the U.S.

6
Department of Education (1996, p. 2). If truancy is not effectively addressed, students may
struggle to feel connected to their classes, hindering their ability to engage in classroom activities
and interact with peers and educators. This, in turn, has detrimental effects on their learning
process, resulting in poor academic performance and an increased likelihood of dropping out.

1.3 Purpose of the study

The purpose of the study is

To investigate the relationship between truancy and academic performance of students in Ibanda
municipality secondary schools.

1.3.1 To investigate the impact of truancy on students' academic performance, with a specific
focus on science subjects, particularly physics.

To assess the connection between truancy and students' engagement in social misconduct.

To examine the consequences of truancy on the overall success of large urban schools.

1.4 Statement of Hypothesis:

Null Hypothesis (H0): There is no significant relationship between truancy and students'
academic performance in science subjects, specifically in physics.

Alternative Hypothesis (H1): Truancy is significantly associated with lower academic

performance in science subjects, particularly in physics.

Null Hypothesis (H0): The underlying causes of truancy have no significant impact on students'
propensity to engage in social misconduct.

Alternative Hypothesis (H1): The reasons behind truancy are significantly correlated with
students' involvement in social misconduct.

Null Hypothesis (H0): Truancy does not have a significant impact on the overall success of large
urban schools.

Alternative Hypothesis (H1): Truancy is significantly related to the overall success of large
urban schools.

1.5 Significance of study

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The findings derived from this research carry significant potential utility for the Ministry of
Education and Sports in structuring and executing various programs and strategies aimed at
enhancing the teaching and learning of science subjects, particularly in secondary schools.
Additionally, some of the recommendations may prove valuable in elevating the performance of
science subjects, notably physics, within secondary educational institutions. These research
outcomes could also be instrumental during the curriculum assessment conducted by the
Ministry and its subunits. Furthermore, they hold value for the National Examination Board
(UNEB) in tasks related to examination setting, preparation, assessment, conduct, and grading.

For school proprietors, administrators, and educators, this research yields insights into the role of
truancy as a significant factor contributing to poor performance in secondary school science
subjects. These findings are also pertinent to individuals, students, researchers, and various
organizations and institutions, as they offer information regarding the potential factors
influencing suboptimal performance in secondary school science subjects, along with
recommendations to address these issues.

Parents of secondary school students in Ibanda municipality stand to benefit from this study by
gaining a deeper understanding of the implications and repercussions associated with their
children's truancy in secondary school. Additionally, the administration of secondary schools and
other stakeholders in Ibanda municipality can leverage the findings of this research to achieve
better results and enhance the reputation of their educational institutions. Ultimately,
policymakers and government authorities can utilize this study to acknowledge truancy as a
significant contributor to underperformance among secondary school students in Ibanda
Municipality and beyond.

1.6 Scope of the study

The study will be carried out in Ibanda Municipality located in western Uganda. It will be
conducted in public schools. the investigation is limited to the phenomenon of the study of
truancy academic performance of UNEB-examined students in physics in some selected
secondary schools in Ibanda Municipality and beyond in the last 5 years.

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Literature review

The study will conduct an extensive overview of prior research on a specific subject. The
literature review will examine scholarly articles, books, and other pertinent sources related to a
particular research area. This review will detail, expound upon, encapsulate, impartially assess,
and elucidate the earlier research in question.

2.1 Conceptual framework

Solution to the
problem
DEPENDENT VARIABLE
Family Background
(Income Occupation)
Social Surrounding
(Peers, facilities)
Effective of intervention
School environment
(Demography and
external factors)

INDEPENDENT VARIABLES

Causes of the problem Attitude towards education

(Self-Esteem, Motivation, Perception Intervention

Study plan)

(Psychology and Internal Factors)

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2.2 The concept of truancy

Various terms are employed to characterize and elucidate students' nonattendance at school,
including unauthorized absence, truancy, absenteeism, unexcused absence, and dropout. These
terms vary based on the nature and duration of the absence. Truancy, for instance, can be
delineated as any absence from school that lacks a valid excuse or proper documentation, while
considering the attendance regulations specific to the country in question (Claes et al., 2009).
Truancy can manifest in diverse forms, encompassing recurrent tardiness, partial-day or multi-
day absences.

2.3 Consequences of truancy

Numerous scholars have shown a strong interest in investigating the consequences of truancy,
particularly its potential long-term effects. It is not surprising that truancy is closely associated
with negative academic performance. A comprehensive American study found that students with
high levels of truancy tended to achieve lower grades (Vaughn, Maynard, Salas-Wright, Perron,
& Abdon, 2013). This observation aligns with findings from several other studies (e.g., Attwood
& Croll, 2006, 2015; Hunt & Hopko, 2009; Ingestad, 2006), which have also highlighted the
connection between truancy and diminished academic performance.

In addition to lower academic performance and reduced grades, there is a notable correlation
between truancy and an increased risk of students leaving school prematurely and dropping out
(Attwood & Croll, 2015; Cabus & De Witte, 2015; Rocque, Jennings, Piquero, Ozkan, &
Farrington, 2017; Swedish National Agency for Education, 2012). Furthermore, truancy has
demonstrated enduring links with adverse outcomes throughout individuals' lives. For example,
studies that control for various individual and environmental factors have shown that truancy is
associated with a heightened likelihood of engaging in various forms of criminal behavior later
in life (Bennett, Mazerolle, Antrobus, Eggins, & Piquero, 2018; Rocque et al., 2017).

However, it is worth noting that there are still gaps in the existing literature when it comes to
understanding the specific mechanisms and factors that contribute to truancy and its long-term
consequences. Further research is needed to explore the nuanced aspects of truancy and its
impact, including potential interventions and strategies to mitigate these negative effects.

2.4 Causes of truancy

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Truancy refers to the deliberate and unauthorized absence from school, whether it is for valid
reasons or not. In this case, a student dodges classes of their own free will. It does not include
legitimate excused absences that could occur due to situations like illness or tragedy. In many
states, absenteeism is clearly defined in the handbook of policies and procedures that guide the
operation of institutions.

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Causes
Several factors are responsible for truancy, and in many instances, multiple factors can be
identified in individual cases. The environment at home and school, parental involvement or
absence, and youth-related issues are common causes. Understanding the cause of absenteeism is
important in the implementation of prevention strategies.

2.4.1 Schools

Schools bear the responsibility of establishing secure and conducive learning environments for
students. In this context, students may be absent from classes if the learning environment does
not adequately support their physical and emotional well-being. It is crucial for school
administrators to actively monitor student attendance, maintain regular communication with
parents, and ensure that students have a clear understanding of their responsibilities (Garcia &
Weiss, 2018).

However, schools can inadvertently contribute to truancy in various ways, including neglecting
to address the individual needs of students, overlooking mental health challenges faced by
learners, and allowing students to struggle with learning difficulties without seeking professional
assistance. Bullying is a significant issue that many students encounter, and when educators fail
to take action to make bullying victims feel safe, it can lead to school absenteeism (Garcia &
Weiss, 2018). Truancy remains a contentious issue that has sparked extensive debates. School
administrators often point fingers at parents and home life, while parents and students place
blame on the education system, citing reasons such as unengaging classes, bullying, and
ineffective teaching methods.

Additionally, it is essential to recognize hostile environments as significant contributing factors

to truancy. Students who lack friends or experience bullying are more likely to skip school in an
attempt to avoid the pain of social isolation.

Despite the extensive discussions on this topic, there are still gaps in the literature, particularly in
terms of understanding the nuanced factors and experiences that lead to truancy. Further research
is needed to explore these complexities and to identify effective strategies and interventions to
prevent and address truancy effectively.

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 2.5 Effects of truancy
Research has shown that chronic absenteeism can have significant negative consequences, both
for students and the broader community. This is evident from statistics indicating that nearly
90% of individuals in the prison system did not complete high school (Kerase-McCastler, 2019).
In the short term, students who are frequently absent may become involved in criminal gangs,
experience academic underperformance, and ultimately drop out of their education (Kerase-
McCastler, 2019). Over the long term, these effects can manifest as an elevated risk of
incarceration, substance addiction, compromised mental health, and economic hardship.
Additionally, absenteeism can lead to unstable relationships, social isolation, failure to graduate,
academic setbacks, and unemployment (Kerase-McCastler, 2019). Chronic truancy is closely
associated with low income, joblessness, and a diminished quality of life marked by poverty.

Furthermore, communities and families also bear the brunt of these effects, grappling with
heightened levels of crime, poverty, unemployment, and deteriorating mental well-being. The
enduring consequences of truancy encompass marital instability, adult involvement in criminal
activities, increased violence, and job insecurity. Surveys have underscored that two of the most
severe repercussions of absenteeism are a surge in criminal activity and a rising population of
incarcerated individuals (Kerase-McCastler, 2019). This behavior has been strongly linked to
elevated rates of delinquency (McGee, 2018), with adults who dropped out of school often being
reported for criminal acts like vandalism, burglary, and auto theft.

Despite the wealth of information on this topic, there are still gaps in the literature when it comes
to understanding the precise mechanisms and interventions that can effectively address chronic
absenteeism and its long-term consequences. Further research is needed to delve into the
intricacies of this issue and identify evidence-based strategies to prevent and mitigate the adverse
effects of truancy.

2.6 Impact on the education system

The primary consequences of truancy within the education system are diminished academic
performance and an increased likelihood of students dropping out. Students who regularly skip
school face adverse outcomes, including reduced academic attainment, failure in courses, higher
dropout risks, and disengagement from academic pursuits (McGee, 2018). A troubling trend has
emerged wherein school districts are granting diplomas to students who have a history of chronic

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absenteeism. For instance, in Washington, DC, in 2018, approximately 34% of graduates
received their diplomas despite having missed numerous school days (McGee, 2018). This
practice is eroding the credibility of the education system, as underprepared students are
graduating without fulfilling the requisite curriculum requirements.

Widespread violations of policies have led to criticisms of state education systems and the
quality of graduates they produce. In Washington, DC, for example, over 900 students from
public schools graduated in 2018, despite having substantial school absences (McGee, 2018).
Reported violations included inappropriate utilization of credit recovery programs, failure to
adhere to district attendance guidelines, and inadequate oversight (McGee, 2018). School
administrators often cover up chronic absenteeism by disregarding attendance policies and
permitting students who have missed numerous classes without authorization to graduate. This is
primarily done to maintain the appearance of schools achieving positive outcomes, despite these
violations. Additionally, teachers may comply with such requests from school administrators out
of fear that they may receive unfavourable evaluations if they refuse (McGee, 2018). Allowing
chronically absent students to graduate ensures that teachers receive positive evaluations and
commendations.

While there is substantial information available on this issue, there are still gaps in the literature
when it comes to understanding the underlying factors and interventions that can effectively
address chronic absenteeism and its consequences. Further research is needed to explore the
specific mechanisms involved in truancy and to identify evidence-based strategies for prevention
and mitigation.

2.7 Solution to truant behaviour

Various strategies and interventions have been proposed and employed to address the issue of
truancy. Zhang (2007) suggests a range of interventions, including instructional, behavioral, and
community-based approaches, and advocates for the Check and Connect program. Henry (2007)
supports interventions that focus on families and instruction. Reid (2006) investigated a five-
tiered intervention approach known as the School Based Scheme (SBS) in the United Kingdom
(UK). These strategies and interventions have shown varying levels of success when
implemented in specific school settings.

15
However, there is a notable gap in the literature regarding the integration of successful
components from these diverse strategies into a unified approach to combat chronic truancy
comprehensively. While individual interventions may have demonstrated effectiveness within
their respective contexts, the question of whether a synergistic combination of these components
can create a more potent solution remains largely unexplored. Further research is needed to
assess the feasibility and potential benefits of such integration.

One key concept in instructional intervention highlighted in the text is "direct instruction," which
emphasizes scripted, rehearsed, and fast-paced lessons with an emphasis on drill and practice.
This approach has been found to be particularly effective in subjects like reading and math,
where immediate feedback can be provided to students. Additionally, the text mentions empirical
evidence supporting the use of teacher praise and reinforcement to increase on-task behavior and
reduce inappropriate behaviors (Zhang, 2007). However, it is acknowledged that instructional
intervention alone may not suffice as a standalone solution to completely eliminate chronic
unexcused absenteeism. Nonetheless, it is seen as a potential component in the broader strategy
to address truancy.

Behavioral-based interventions, such as Positive Behavior Support (PBS) and Functional

Behavior Assessment (FBA), are also mentioned. PBS incorporates various empirically proven
practices to assist students with challenging behaviors, with the flexibility to apply these supports
universally or intensively within a school. However, the text does not delve into the specific
details of these interventions or provide a critical evaluation of their effectiveness. A more
comprehensive review of these interventions, their practical implementation, and their
documented outcomes would be beneficial to assess their suitability for addressing truancy
comprehensively.

2.8 Research hypothesis

A hypothesis is a proposed explanation for a phenomenon. For a hypothesis to be a scientific
hypothesis, the scientific method requires that one can test it. Scientists generally base scientific
hypotheses on previous observations that cannot satisfactorily be explained with the available
scientific theories. A hypothesis (plural: hypotheses), in a scientific context, is a testable
statement about the relationship between two or more variables or a proposed explanation for
some observed phenomenon. A hypothesis is an approximate explanation that relates to a set of

16
facts that can be tested by certain further investigations. There are two types, namely, null
hypothesis and alternative hypothesis. In this study

The null hypothesis (Ho) is that truancy will lead to underperformance in science studies in
general and physics in particular.

The alternative hypothesis Ha is that truancy has nothing to do with underperformance in science
studies in general and physics in particular.

17
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction

Research methodology is the specific procedures or techniques the researcher will use to
identify, select, process, and analyze information about a topic. In a research paper, the
methodology section allows the reader to critically evaluate a study's overall validity and
reliability.

3.1 Research design

During the research, a mixed research design will be utilized to give the research a better and
deeper understanding by providing a fuller picture that can enhance description. The researcher
will employ quantitative research design to test a hypothesis and systematically and scientifically
study causal relationships among dependent (performance in physics) and independent variables
(truancy) and qualitative research design to study the causes and also identify solutions of
phenomena.

3.2 Population of the study

The researcher will select participants using probability sampling particularly simple random
sampling where all the population have equal chance to be selected as respondents, the study
population will be the subset of the target population available for study (e.g. students in selected
schools in Ibanda municipality). And other respondents or individual participants will be
selected purposively which may include teachers, and administrators from the selected schools in
Ibanda Municipality.

3.2.1 Sample and sampling procedure

This is the process of selecting some individuals for a study in such a way that the individuals
selected represent the large group from which they were selected (Ogula, 2005)

In conducting a sample will have selected. This is the group of individual students, teachers and
administrators who will participate in the research. To draw valid conclusions from the results,
the researcher will carefully select a sample that is representative of the group as a whole. Two
primary types of sampling methods will be used in the research: These will include stratified

18
random sampling which involves dividing the population into different subgroups according to
age bracket of 13years to 19 years. The researcher will also apply Non-probability sampling that
will involve non-random selection based on purpose and other criteria, allowing him to easily
collect data.

3.3 Research instruments

A Research Instrument is a tool used to collect, measure, and analyze data related to the research
interests. These tools are most commonly used in health sciences, social sciences, and education
to assess patients, clients, students, teachers, staff, etc.

The researcher will use an instrument as a tool to collect, measure, and analyze data related
to the subject. In this Research the researcher will use an interview guide, questionnaires, and
checklists as instruments.

3.3.1 Validation of instruments

To assure the strength of the study, it is important to use previously validated instruments. This
is a series of processes through which the researcher will test the system to verify or validate the
performance specifications of the instrument. Validity is the extent to which an instrument
measures what it is supposed to measure and performs as it is designed to perform. Since it is
nearly impossible, that an instrument to be 100% valid, the validity will be generally measured in
degrees. To measure validity, the strategies to be used will include:

Content-related: evidence that the items and domains of an instrument are appropriate and
comprehensive relative to its intended measurement concept(s), population, and use;

Construct-related: evidence that relationships among items, domains, and concepts conform to a
logical relationship that should exist with other measures or characteristics.

3.3.2 Reliability of instruments

The researcher will ensure instrument reliability meaning that the instrument consistently reflects
the construct that it is measuring by giving the same score if used over time or across multiple
administrations.

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He will therefore use the test-retest method, alternative form method, internal consistency
method, split-halves method, and inter-ratter (the same test conducted by different people).
Reliability. Test-retest is a method that administers the same instrument to the same sample at
two different points in time.

3.4 Data collection procedure

Data collection is the procedure of collecting, measuring, and analyzing accurate insights for
research using standard validated techniques. Put simply, data collection is the process of
gathering information for a specific purpose. It is important in all data collection efforts to use
two or more methods of obtaining data to ensure a broad perspective. Thus, when using the case
study approach, collect data using multiple methods such as individual interviews, focus groups,
analysis of records or documents, observations, or small-scale surveys. Interviews,
questionnaires, focus groups, experiments, and later secondary data analysis. The data collected
through these methods will then be analyzed and used to support or refute research hypotheses
and draw conclusions about the study's subject matter.

3.4.1 Data presentation and analysis procedure

Data presentation is a process of comparing two or more data sets with visual aids, such as
graphs. Using a graph, you can represent how the information relates to other data. This process
follows data analysis and helps organize information by visualizing and putting it into a more
readable format. The researcher will use data presentation methods: textual, statistical data
presentation, measures of dispersion, tabular, and graphical data representation. Charts for data
presentation include will double bar graphs and slope charts. The researcher will use analysis to
help describe or summarize quantitative data by presenting statistics and giving the resulting
information.

3.5 Limitations of the study

The findings of this study will rely much on the information given out by the respondents; hence
the validity of the information will depend on them. Unforeseen circumstances like perception,
attitude, unawareness, or any other personal reasons may lead to inaccuracies. More often than
not respondents may consciously or unconsciously alter information by either hiding
information, giving wrong facts or just declining to collaborate. To counter this problem, the

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researcher will conduct a discussion to elaborate on the purpose of the study and its importance
in the development of education, and improvement of performance in science subjects in
secondary schools hence it may help in producing more scientists for the industrial development
of the country.

Besides the researcher will ensure the respondents the confidentiality of the information they are
going to give, that their identity would be kept confidential and is only for research purposes. In
addition, the researcher will seek permission from authorities to smoothly collect information
and ensure the security of the respondents. The researcher will ensure the returning
questionnaires which are among the factors that delay the smooth collection of data.

3.6 Data management

This refers to how the collected data are handled to get meaningful results from them
(Bakkabulindi, 2015). Data management refers to two major activities, namely; data processing
and data analysis.
3.7 Ethical considerations

The researcher is mindful of ethics in research. The researcher shall particularly seek permission
from Makerere University to undertake the fieldwork. The rights of the respondents will be
respected, respondents’ consent will be registered and none of the questions included shall be
leading or embarrassing or used in a form that abuses the respondents’ rights in any way. During
the research process, the respondents will be kept anonymous and confidentiality of the highest
order shall be maintained. Emphasis shall be made that the information will be kept private and
reported in summative and solely used for purposes of the research only.

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