ABSTRACT

Late coming to school has become a major problem in many schools, particularly township
schools with serious consequences. Current research has demonstrated that many schools in
Ethiopia are performing badly due to inefficient use of the teaching and learning time. In this
article, we argue that while major administrative interventions are undertaken to improve the
quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-
coming has become a cancer that saps away big interventions and strays the performance of
selected schools in a different direction. The purpose of this research is to investigate the causes
of late-coming among preparatory school students in selected class in Kewena Gata preparatory
school. The findings reveal that late-coming is common among learners in selected class in
Kewena Gata preparatory school. It happens every day for varying reasons. We recommended
practical solutions ranging from administrative improvement to learner behavioral change.

Keywords: late-coming, punctuality, absenteeism, progression, performance, employment1

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 Chapter One

1. INTRODUCTION

1.1 Background of the study

Late coming to school is one of the major problems that have plagued many schools; there is
hardly any school that is spared from this problem. The impact of this great menace cannot be
over emphasized, as it has contributed immensely in a negative way to the academic
achievement of learners and the functioning of the school (Okpupara and Chuwuone, 2007).

A school is primarily an established institution that aims to educate learners (Oxford Advanced
Learners Dictionary, 2010). It is designed with the purpose of bringing children from different
families together under one roof (the classroom) for the purpose of teaching and learning
under the direction of teachers. One of the important traits entering into a successful person’s
character is the habit of punctuality (Phurutse, 2005).

Effective teaching and learning cannot take place without the coming together of the teacher
and the learners (Oghuvbu, 2012). A learner that is not regular in school, faces learning
problems resulting from late – coming to school such as, truancy, and inability to read and not
consulting with the teacher (Onouwodeke, 1995).Lateness can be viewed as an outcome of
laxity or system breakdown (Peretemode, 1991).

Lateness is a function of time and as such time is usually used as the criteria for determining
lateness. Late coming violates the principle of punctuality and if not checked at the onset, may
become a habit with the individual involved and may have negative consequences (Breeze et
al., 2010).

The importance of education is increasing and is regarded highly. The societies of the past are
on the front rank of the world civilization on account of education, this educational system may
be seriously hampered as a result of late-coming especially in high schools. In most developing
countries, Lateness is a major and a continuous administrative problem among high school
learners (Egbule, 2004; Dafiaghor, 2011).

The society suffers a lot as 2the children of school going age hang around the street corners,
intimidating other people and stealing properties of those who are in school and other places of
work. Lateness could result into poor academic achievement, disruption in class, difficulty in
keeping accurate records, reduced ability to meet instructional target and damage of school
reputation (ETC, 2009).

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1.2 Statement of the problem

The present curriculum offers continuity and progression in pupil learning and any absence
from school will adversely affect the pupils’ ability to participate and benefit from the learning
programme. The new National Curriculum Statement (Curriculum Assessment Statement CAPS)
prescribes tight learning schedules and prescribed assessment targets- which requires efficient
use of time by learners and teachers. Late coming has become antithetical to the achievement
of the goals of CAPS. Reports have shown that schools that have kept children in school,
separated from their peers have been able to maintain their continuity of learning. The
student’s perception and experience of school is important in any approach for promoting good
attendance. However, for a positive relationship to prevail within the school system which will
ultimately lead to good output, there is a need to identify causes of lateness in high schools.

The aim of this study is to investigate different causes of late coming among Kewena Gata
School students’ especially in Grade eleven ''H'' class. Questions were asked on the causes of
late-coming from learners, and educators, principals as well as other administrative officials of
the school.

1.3 Objectives of the Study

1.3.1 The General Objectives of the study was;

To minimizing problems of late coming from the selected class

1.3.2 Specific Objective

The specific objectives of this study was;

To identify the problem that student to become late comers.

To examine the role of parents and school community in minimizing problem of late coming.

1.4 Significance of the study

The significance of the study was;

To decrease or minimize the problem of late coming

To create awareness in the mind of student and parents as well as school community
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It helps student to become interesting learners

It helps to change the attitude of students and community to keep time

1.5 The scope of the study

The study was delimited to minimizing the problem of late coming and limited at the selected
class among grade eleven in the Kewena Gata preparatory school.

1.6 Research Questions

The following research questions guided this paper

• Has gender any relation with students’ late-coming to school?

• Is late coming to school higher among 11th H class students?

• Does the parental socio-economic status have any relation with students’ late-coming to
school?

• Which of the reasons for students’ late-coming to school has the highest frequency and
percentage?4

1.7 Research Gap

Much attention has been given to absenteeism, with little or no attention to lateness. However,
absenteeism cannot be substituted for late coming. The latter means partial absence for a few
hour or period in a day and the former refers to total absence for a particular lesson or in a day.
However, absenteeism can be absent for part of the day or missing out on same period.

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 CHAPTER TWO

2. LITERATURE REVIEW

Several factors have been identified in different literatures as some of the reasons why students
come late to school. Chiu Mochi (1993) identified factors such as age, family commitments,
change of jobs on the part of parents, health problems as some of the factors that may affect
late – coming among high school students. Okwelle (2003) noted among other factors that,
learner may develop negative attitude towards school resulting in late –coming or poor
attendance because of non – employment of school leavers, repetition of class and insecurity.

In a separate study, Alio (2003) highlighted social status and educational level of parent as
factors that may influence school attendance and late coming. The study further pointed out
that, geographical location of school, student’s attitude towards the first subject of the day and
inadequate supervision of student’s activities by teachers and parents and poor teaching
methods among others may also affect lateness on the part of students.

The report of Okpukpara and Chukkwuone (2007) identified the role of gender in child
schooling. From the study, female headed household have higher attendance in schools
whereas educated fathers are more likely to have strong impact in increasing the probability of
child school attendance than mothers. Emore (2005) reported that lateness is common among
female students than male students. This may be due to their involvement in domestic
activities. The study further pointed to school location as one of the major causes of lateness
among high school learners.

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 Chapter Three

3. Methodology of the study

3.1 Description of the study area

This study was conducted in Kewena Gata preparatory school. Which is found in sidama zone
Daye town administration. Which located south of Addis Ababa at 251 kilometers and 145 at
the Hawassa .

3.2 Source of Data

Data was collected through literature review, an examination of student’s attendance record,
observation as well as interview with student and same principals of school. The research
questions to focused more on the cases of late coming students at the grade eleven" H'' class
students in Kewena Gata preparatory school.

3.3 Sampling Technique

The investigation used systematic random sampling technique

3.4 Subjects of the study

Totally they are 85 students in the grade eleven "H" class among 35 are females and 50 are
male. From them the researcher was selected 40 students by using systematic random
sampling technique.

3.5 Data Gathering Tools

The researcher was used both questionnaire and interview that were selected as a sample. The
questionnaire compressed open ended questions.

3 .6 Observation

Observation was made by using formally prepared check list. In generally this study the data
collection tools were organized by the combination of questionnaire and observation. The data
were collected and obtained by questionnaire and observation were analyzed and interpreted
as follow.

3.7 Data Analyses

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From the present research study, researcher report on the result of the interviews and the
result was analyzed descriptively using a questionnaire. The students were observed before the
start of the class and after the break period, the attendance register for the day was used. The
interview was conducted immediately after the closing of the school for the day in order not to
disrupt the normal class. The students were briefed of the purpose of the research and they
were informed that they were free not to participate in the study if they so wished but they all
consented to participate. The students were interviewed individually without mentioning their
names and identity numbers.

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 Chapter Four

4. Analysis And Interpretation of Data

This section present result obtained through interview and questionnaire with the existing
literature on similar arenas.

4.1 Learners Respondent On;

4.1.1 Factors causing lateness to school

Table 1: Gender of Students Late-Comers8

Gender frequency percentage

male 16 40

female 24 60

Total 40 100

Table 1 show that most students late –comers in the study area were female students. This
could be seen as female students had 60 percent against male with 40 percent.

8Table 2: Place of Work of Students’ Late-Comers Father

Place of Work Frequency Percentage

Federal Government 6 15

State Government 5 12.5

Local Government 10 25

Others 29 47.5

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Total 40 100

Table 2 shows that most fathers of the students’ late-comers of this study were on others.
Others had 47.5 percent is the highest, followed by those working with the Local Government
with 25 percent.

Table 3: Students Late-Comers Access to Computer at Home

Response Frequency Percentage

Yes 10 25

No 30 75

total 40 100

Table 3 shows that most of the students’ late-comers do not have access to computers in
their homes. This could be seen with 75.0 percent against 25.0 percent. Table 4 shows data
collected on students’ late-comers parents’ ownership of vehicles.

Table 4: Students’ Late-Comers Parents Ownership of Vehicle

Type of Vehicle Frequency Percentage9

Car 4 10

Motor cycle 5 12.5

Bicycle 6 15

None of the above 25 62.5

Total 40 100

Table 4 reveals that majority of the students’ parents owned motor cycles in the study area.
The data showed 33.3 has the highest, followed by owners of cars with 26.7 percent. While the

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least was none of the above with 21.7 percent. Table 7 captures data on students’ late-comers
parents’ ownership of house.

Table 5: Students Late-Comers Parent Ownership of House 10

Response frequency Percentage

Yes 29 72.5

No 11 27.5

Total 40 100

Table 5 indicates that most parents of the late-coming students in the study renowned houses
they live. This could be seen with 72.5 percent and those without had 27.5 percent. Table 8
shows data collected on students ‘late –comers’ response on does your mother goes to work?
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Table 6: Students Late-Comers’ Response on Does Your Mother go to Work

Respondent frequency percentage

yes 13 32.5

no 27 67.5

total 40 100

10Table 6 shows that mothers of the late-comers students in the study area do not go to work.
The data indicates 67.5 percent with no. while 32.5 percent of the mothers do go to work.
Table 7 shows data collected on students’ late-comers response on whether students have
room to themselves? 10

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Table 7: Students Late-Comers Response on do you Have a Room to your Self in your House? 11

Respondent frequency percentage

Yes 14 35

No 26 65

Total 40 100

Table 7 shows that most of the late-comers students in the study area do not have individual
rooms to themselves in their houses. This could be seen with 65.0 percent against 35.0 percent.
Table 8 shows data on reasons for students late-coming to school.

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Table 8: Reasons for Students’ Late-Coming to School 12

Reasons Frequency Percentage

Fetching Water 8 20

Washing Cloth 6 15

Woke-up Late 6 15

Sweeping 3 7.5

Washing House Utensils 4 10

Long Distance to School 4 10

Traffic Hold-up 3 7.5

Opening and Sweeping 2 5

Went for Treatment in the 3 7.5

Others 1 2.5

Total12 40 100

Table 8 shows that fetching water as a reason for students’ late-coming to school had the
highest frequency and percentage with 08 and 20 respectively. The second, third and fourth on
the list were washing cloth, waking-up late and long distance to school with 06 frequency and
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15 percent to each respectively. While the least among the reasons was sweeping and went to
hospital for treatment with 03 and 7.5 frequency and percentage respectively.

Chapters Five

5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

1.5 SUMMARY OF THE FINDINGS

The findings gathered from the interview conducted with the learners revealed that most
learners were aware of the dangers of coming to school late but could not help in some cases.
Most of the learners felt that the resumption time for school is way too early because they
engaged in different activities before they sleep at night and early in the morning before they
go to school. It appears that lack of transportation and geographic distance is another reason
that made late coming to school seems like an issue that could not be solved. Most of the
learners lived far from school which posed a lot of difficulties for them especially during winter.
In some cases, it seems parents lacked control over their children behavior. Some of the
learners were left alone to do whatever seems good to them; most learners watched movies till
late and end up waking up late in the morning.

Discouragement is another issue for concern; some learners were discouraged from attending a
particular class because of the teacher that teaches the subject. Some felt the teacher hate
them and would decide to come late to school whenever that particular teacher would be
teacher early in the morning. Learners were sometimes influenced by their friend, most of the
learners walked to school in peers, chatting and dragging their feet on their way to school and
thereby get to school late. Some learners went as far as visiting their friends in other schools in
the morning before going to school.

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In summary, the investigation showed that most of the problems associated with late coming
were beyond the learners control while in some cases, learners’ needs to discipline themselves
and focus on the more important things.

5.2 Conclusion

It is important for all stake holders in education to consider students late coming to school as a
major variable or factor for the success of quality education. Late coming to school by students
could be as a result in a factor, thus teachers and school administrators ought to work hard
with the view to reducing the problem. Punctuality of a child to school could change him to
become a better individual who uses his time judiciously in future career. Thus, this effort
should be a collective one, for one stakeholder many not be able to overcome. Reduction of
students late coming may serve as a means for the reduction of mass failure in national
examinations. More commitment on the side of the students to education is needed to better
their academic performance.

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5.3 Recommendations

Parents especially mothers should reduce work giving to female students at home, especially in
the morning hours within which students get ready for school. And that parent should
endeavor to reduce transportation challenges to their children especially those living in per
distance to schools.

• School managers and teachers should encourage students through counseling and
admonition during assemblies on the damages of late coming to school. This should be with
special references to adults and senior students.

• Governments at all levels, Non- Governmental Organizations and the private sector should
assist schoolchildren through subsidized transport pair (Buses) with the view to helping the
parents with low economic status.

• Government at all levels should increase education budget with the view to increasing
number of schools. This would reduce students home school distance, thus reduce students
late coming to school. 15

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