Truancy and Academic Achievement Among Learners in Linear Programming: A Case Study of HAKENI Secondary School in Nkeyema District, Zambia

Chrispine Mulenga Mwambazi, Simeon Mbewe and Francise Simui
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Chrispine Mulenga Mwambazi: University of Zambia, Zambia
Simeon Mbewe: University of Zambia, Zambia
Francise Simui: University of Zambia, Zambia

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 9, 23-37

Abstract: The study’s objective was learners’ academic achievement and truancy in linear programming. The main goals were to investigate truancy and its causes, and develop the remedies required to reduce absence. a group of 14 students from Zambia’s Nkeyema District’s HAKENI Secondary School. The findings show that learners’ academic achievement in linear programming was impacted by truancy. The participants disclosed that truancy is caused by economical, familial, and psychological problems. The findings were consistent with the negative school climate, which includes bullying, inadequate facilities, poor teacher-student relationships, and a lack of safety, and they encouraged the pupils not to attend. While the general consensus on truancy is bad, there are some nuanced perspectives that may provide benefits under some circumstances. Students may have the opportunity to experience learning outside of the regular classroom setting through truancy, which could promote the development of autonomous learning skills. If there is a lack of positive and exciting relationship between professors and students, pupils who feel alienated from the school may skip class. One may claim that truancy contributed to subpar results. In addition to attendance, school administrators need to consider the impact that student absences have on students’ academic performance. In order to increase student attendance, they should also work to improve school-to-school contact programs.

Date: 2024
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