Abstract
The study sought to ascertain the significant relationship between the factors that affect school truancy and pupils’ academic achievements. This study utilized the descriptive-correlational design and the Statistical tools used in the study were the mean and standard deviation to determine the extent of factors affecting truancy; frequency and percentage distribution were used to determine the frequency of pupils’ truancy and pupils’ academic achievements. Pearson r was utilized to ascertain significant relationship between the pupils’ school truancy and the factors affecting truancy. Additionally, the same statistical tool used to ascertain the significant relationship between the school truancy and pupils’ academic achievements. Findings revealed that health-related factor sometimes influence truancy; home-related factor rarely the cause for truancy; teacher-related factor sometimes influence pupils’ academic achievements. Moreover, more pupils obtained a ‘satisfactory” learning achievements. The factors affecting truancy such as health, home, and teacher-related were proven to have no significant correlation to pupils’ school truancy. Subsequently, health and home related factors do not influence pupils’ academic achievements while teacher-related factor showed relationship to pupils’ academic achievements. It was recommended that, the teachers should be more proactive in dealing with pupils’ truancy problem. Teachers are encouraged to create a democratic classroom environment supportive to both psycho-social and cognitive development needs of students.
