Problems In Secondary Schools Research Articles

What Does Symmetry Look Like? A Qualitative Research Based on Mental Images

Symmetry, located within the field of transformation geometry, is a mathematical concept that plays an extremely important role as a problem-solving technique. Despite this, it seems that it is rarely used in solving mathematical problems in secondary school. This research was carried out to reveal the mental images of secondary school students regarding the concept of symmetry in the secondary school mathematics curriculum. In the study conducted based on a qualitative perspective, the metaphors developed by the students regarding the concept of symmetry and the visuals they drew were examined. The study was conducted in the spring semester of the 2022-2023 academic year with 223 students studying in the 5th, 6th and 7th grades at a public school in Ankara, selected according to the convenient sampling method. Content analysis was used to analyze and interpret the data obtained from the students. Looking at the results of the research; It turns out that secondary school students generally perceive the concept of symmetry as "having similar functionality", "visually overlapping" and "perfect and meeting in differences".

Educators' perceptions of e-cigarettes in Australian secondary schools.

Secondary schools are a setting in which e-cigarette use among students has increased significantly, resulting in an urgent need for educators to develop and implement strategies to curb youth vaping. Research assessing school-based vaping prevention efforts is limited and largely confined to the US. This study assessed Australian secondary school staff members' experiences with e-cigarettes and explored (i) the presence of e-cigarette policies and educational programs, (ii) barriers to policy development and implementation, and (iii) desired support. Public, Catholic, and Independent secondary schools across Australia were sent an invitation to participate in this study, which involved completion of an online survey. A total of 218 school staff members (55% women) participated. Respondents included school principals, teachers, and other staff members. Data collection occurred May to September 2022. Both quantitative and qualitative data were collected. Nearly half (46%) of all school staff members surveyed reported finding a student with an e-cigarette on campus at least monthly, and one-third (36%) of principals reported suspending or expelling students at least monthly for e-cigarette possession or use. The vast majority of those surveyed agreed that e-cigarette use is increasingly becoming a problem in secondary schools (93%) and reported being concerned about e-cigarette use by students (94%). Only half (51%) reported that their school had an e-cigarette policy in place. The discreet appearance of e-cigarettes (83%) and difficulties pinpointing from where the vapor/scent is coming (73%) were the most frequently reported barriers to policy enforcement. The results of this study suggest that e-cigarettes present a threat to secondary school environments. There is an urgent need to develop, implement, and enforce both school- and government-level e-cigarette policies to prevent and reduce youth vaping in Australian secondary schools.

Contextual Mathematical Modelling: Problem-Solving Characterization and Feasibility

The current study investigates contextual mathematical modelling (MM) problems that were retrieved from authentic workplace situations and simplified for formal secondary school math lessons. First, the study aims to characterize contextual MM problems according to Schoenfeld’s framework of problem-solving (PS). Second, it aims to investigate the perceptions of two stakeholder groups: (1) math experts and policymakers and (2) math teachers with respect to the characteristics of the contextual MM problems and their feasibility regarding implementation in secondary school education. Based on the Delphi methodology, we employed two phases for our analysis: an open-ended questionnaire to interview ten stakeholders and, subsequently, a Likert-type questionnaire to collect data from 122 stakeholders. The main results indicate that the contextual MM problems are characterized by PS. A similar view was expressed by different stakeholder groups, and no differences were caused by various background variables, such as educational level or STEM background. Additionally, the findings revealed that both stakeholder groups perceived that it is highly feasible for these problems to be integrated into secondary school education. This study contributes theoretically to the interrelationship between MM and PS frameworks, and provides practical recommendations for the implementation of contextual MM problems in secondary schools by applying PS skills.

Supporting Adolescents with Mental Health Problems in Secondary Education: Feasibility of a Supported Education Intervention.

Mental health problems in adolescence can have a profound influence on school functioning, educational attainment and thus future societal participation. Supported education (SEd) is a potentially useful method for educational professionals to help adolescents with mental health problems in secondary school improve their functioning by stimulating collaboration, ownership, and participation. In this study, we examined the feasibility of SEd in secondary education by examining its acceptability, implementation, and preliminary effectiveness. We performed a mixed-methods study using quantitative data (questionnaires) and qualitative data (interviews) from educational professionals (EP) and adolescents, aged 13–17, about their experiences with a SEd intervention. Regarding the acceptability of the intervention, three main themes emerged: (a) structure, (b) autonomy, and (c) applicability of the intervention. Themes regarding the implementation were: (a) lack of time, (b) personal attitude, (c) mastery, and (d) complexity of the school environment. The findings show that, for those that followed the intervention, SEd is a promising approach to support adolescents with mental health problems to improve their functioning and participation in school. Further research is needed on the effectiveness of the intervention.

EFFECT OF COGNITIVE RESTRUCTURING TECHNIQUE ON BULLYING BEHAVIOUR OF SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA

Bullying behaviour among students has become a serious social problem in secondary schools. It is an ugly development that has given much concern to parents, teachers, counsellors, and stakeholders in the education industry. This study examined the effect of the cognitive restructuring technique on bullying behaviour of secondary school students in Anambra State. Two research questions guided the study, while two null hypotheses were tested at a .05 level of significance. The study adopted a quasi-experimental, non-equivalent pre-test and post-test, control group design. The study population was 586 which comprised 354 males and 232 females SSII student bullies in the 47 co-educational public secondary schools in Awka Education Zone. A sample of 94 student bullies made up 54 males and 40 females were purposively drawn from three schools with the highest number of bullies and used for the study. Two schools were as experimental groups for cognitive restructuring and assertiveness training while the remaining one was for the control group. Students Bullying Behaviour Identification Scale (SBBIS) and Students Bullying Behaviour Questionnaire (SBBQ) were adapted as instruments for data collection. The instruments were subjected to face and content validation. The reliability of the instruments was established using Cronbach Alpha and with coefficients of 0.88 for SBBQ and 0.96 for SBBIS. SBBIS was administered two weeks before the commencement of the treatment aimed at identifying and screening bullies while SBBQ was used for the pretesting and post-testing for the three groups. Mean was used to answer research questions, while the null hypotheses were tested using Analysis of Co-Variance (ANCOVA). The findings of the study revealed that the Cognitive Restructuring technique was effective in reducing bullying behaviours of secondary school students. The findings equally indicated that the difference in the effectiveness of the Cognitive Restructuring technique on bullying behaviours of male and female secondary school students was not significant. Based on the findings of the study it was recommended among others that guidance counsellors through school authorities should plan programme of intervention based on principles of cognitive restructuring technique for more enlightenment for students on bullying behaviour.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0918/a.php" alt="Hit counter" /></p>

APPROACHES OF MATHEMATICAL AND PEDAGOGICAL SCIENTISTS IN THE TEACHING OF TEXTUAL PROBLEMS IN GENERAL SECONDARY SCHOOLS

The article focuses on the educational significance of mathematical and pedagogical scientists of Europe, the CIS and our country, problem-solving methods, techniques, problems in improving the methods of teaching textual problems in secondary schools, the implementation of measures.

Emotional Maturity among Student Disciplinary Problems in Secondary School at Terengganu

This study examines the emotional maturity of secondary school discipline students in Terengganu. The study was conducted on a sample of 361 students, out of 361 students 182 male and 179 female students were selected by stratified random sampling method to collect the sample of this study from eight district government secondary schools in Terengganu. Descriptive survey method was used for data collection using the Emotional Maturity Scale of M. Bhargava and Y. Singh. The findings of the study report that there are differences in emotional maturity based on gender factors. Therefore, this study is expected to provide empirical evidence for differences in emotional maturity based on gender factors.

The "Moon Test": A Step Towards Evaluating Comprehension of Educational Text through Model Mediation.

This paper addresses the issue of educational text comprehension, which is one of the major problems in secondary schools, especially when such texts are introduced in the natural sciences. Studies on text comprehension often regard reading as a standalone skill: its mechanisms are discussed from leading theoretical approaches (cognitivism, constructivism, etc.), and variables are distinguished and evaluated. Most of the researchers consider text comprehension to be active reconstruction of the meaning which the text delivers, and regard the application of the information retrieved from the text to problem-solving as the indicator for a deep comprehension level. Since we work within the framework of Cultural-Historical Activity Theory (CHAT), we consider educational text comprehension to be mediated through special content-related models which students have to acquire. Unfortunately, there are no studies which have directly linked reading, corresponding problem-solving, and working with content-related models (symbolic means, schemes); hence, with this research, we are seeking to fill in the gap. Our goal is to elaborate the perspective on educational text comprehension as mediated through mastering special modeling (symbolic) means. In this article we illustrate this approach with the "Moon test"- an assessment procedure which we designed to materialize the components of orientation of students' action as they succeed or fail to solve problems by relying on the educational text provided. We conducted the "Moon test" among the fifth graders (10-12 years old). The text, which told the students how to use the moon's visual transformations as a calendar, was followed by 12 tasks on the topic. The tasks required using the text to master the model provided, and then solve challenging tasks which only referred to the model implicitly. To analyze the results, we grouped the tasks in four blocks: 1) model acquisition; 2) mastering; 3) application; and 4) experience. The results showed a statistically significant decrease in the students' performance on tasks of the third and the fourth blocks, which required reasonable application of the models. Further analysis of individual patterns of performance allowed us to distinguish clusters of students with different levels of success in each block. Our results attest to the importance of model mediation for reading comprehension and the development of scientific literacy.

Counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba region, Eritrea

Counselling service is new to the Eritrean education system and its implementation has not been easy. Despite counselling services being part of the educational policy and the curriculum, the use of counselling service is in its initial stages in many schools in Eritrea. This study assessed counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba Region, Eritrea. This study adopted a mixed method research design across a target population that comprised 5 schools, 1,500 students, 100 teachers, 5 teacher counsellors and 5 head teachers. Systematic sampling and simple random and purposive sampling were used to select schools and the participants of the study. Questionnaires and interview guides were used for data collection. Data gathered through questionnaires were processed using descriptive statistical techniques involving frequencies, percentages and means. Data gathered through an interview guide were analysed and presented using quotes, themes and narrative descriptions. The results of this study show that most students (59.8%) and teachers (56.3%) reported that a combination of corporal punishment and counselling was used to handle students’ discipline. This study also found out that corporal punishment was more practiced by public schools compared to private schools. This study further found out that approaches such as individual counselling, peer counselling and group counselling were rarely used in managing students’ discipline. Moreover, mentoring and student-focused intervention were more used in Keren secondary schools in handling students discipline. Keywords: Eritrean counselling, counselling approaches, discipline in Eritrea, counsellors, counselling in Keren

School Administrators and Teachers Identification Mechanism of Students with Behavioral Problems in Secondary Schools: South West Ethiopia

The purpose of the study was to investigate school administrators and teachers identification mechanism of students with behavioral problems in secondary schools. The research method was descriptive survey method and quantitative research design was used. The researcher used both primary and secondary data as a source. The primary data was gathered through questionnaire while the secondary sources were from written documents. Study populations were school administers (school principals, vice school principals and unit leaders) and teachers of secondary school of south west Ethiopia. The sampling technique used to draw sample from study population was multi stage random sampling technique. First stage 5 zones in south western Ethiopia were selected. On the second stage, from each zones 3 woredas/twon and one secondary school in each woredas were selected. The schools administers of selected schools were selected by purposive sampling and teachers were selected by random sampling techniques. All school administers of selected secondary schools 45 schools administers (school principals, vice school principals and unit leaders) selected purposively and 420 teachers selected by simple random sampling techniques. The instruments of data collection were Likert scale closed-ended self- administered questionnaire for teachers and school administers.To check the reliability of instrument pilot testing was conducted on 30 individuals. Cronbach alpha calculated result showed that reliability coefficient was 0.83. Validation of the instruments was done by using experts' review and discussion. Based on experts comments irrelevant items were discarded and some ambiguous items were modified. The current study was used quantitative methods of data analysis. The analysis of data was done using percentage, mean and standard division while analysis of qualitative data was done by thematic analysis methods. The result of the study indicated both teachers and school administers were not used standardized tools to identify student’s behavioral problem. The mean scores of teachers (M= 3.40 with Sd 1.24) and school administers (M= 4.10 with Sd=1.01) agreed that most of the time they identify students behavioral problems by office discipline and/or classroom minor behavioral records and attendance the methods. In addition, both teachers and school administers reported that they identified students behavioral problems based on information get from peers, other staff teachers and parents. Both teachers and school administers perceived that internalized behavioral problems such initiation of aggressive behaviors, harassments, lack of empathy and externalized behavioral problems external behavioral problems such as frequent absences from school or poor performance in school, exhibits persistent patterns of stealing and lying. From these results, it was recommended that to reduce student’s behavioral problems the researcher recommended that the school principals, teachers and other stakeholders should set some sorts of rules and regulations specific to the school with the active involvement of the students, in addition to the rules and the regulations of the country.

Moral Disengagement of Pure Bullies and Bully/Victims: Shared and Distinct Mechanisms.

The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the victim and minimizing the impact of bullying, may operate differently in bully/victims compared to pure bullies. From a sample of 1895 students from grades 7-9 (50.6% female; 83.4% from English speaking homes), 1870 provided self-reports on bullying involvement and mechanisms of moral disengagement associated with bullying. Two cut-offs were compared for bullying involvement (as perpetrator and as target of bullying) during the previous school term: a conservative cut-off (every few weeks or more often) and a liberal cut-off (once-or-twice). Using the conservative cut-off, both pure bullies and bully/victims enlisted moral disengagement mechanisms to justify bullying more than did uninvolved students and pure victims, with no significant difference in scores on any of the moral disengagement scales between pure bullies and bully/victims. For the liberal cut-off, bully/victims reported lower overall moral disengagement scores than did pure bullies, and specifically less distortion of consequences, diffusion of responsibility, and euphemistic labeling. This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims. Examination of specific moral disengagement mechanisms and the extent of involvement in bullying enabled a more nuanced differentiation between the bullying groups. These results will inform future interventions aimed at reducing the use of moral disengagement mechanisms that sustain bullying and victimization. Targeted interventions are needed to challenge specific moral disengagement mechanisms from the perspectives of pure bullies and bully/victims.

Public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools: A phenomenographic study.

To describe the variation in public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools in Norway. Mental health problems among adolescents account for a large portion of the global burden of disease and affect 10%-20% of adolescents worldwide. Public health nurses in school health services play an important role in disease prevention and promotion of physical and mental health. In order to serve adolescents with regard to mental health problems, public health nurses are dependent on collaboration with other professionals in schools. Qualitative interviews were conducted with 18 public health nurses working in the school health services. A phenomenographic approach was used for interviewing and for analysing the qualitative interviews. This study is presented in line with COREQ's checklist. The analysis resulted in three descriptive categories based on eight identified conceptions. The categories are as follows: "The formal structure has an impact on interprofessional collaboration"; "The public health nurse is an important, but not always self-evident, partner in interprofessional collaboration"; and "The primary players are the teachers in collaboration." The public health nurses describe that they had limited impact on collaboration and were dependent on both the school principal and the teachers for achieving good collaboration. Teachers have the power to decide whether to collaborate with the public health nurse, and public health nurses regard teachers as the most important collaborative partners. The public health nurses need to make themselves and their competence visible. The findings demonstrated that public health nurses are important collaborators, but are not always included in interprofessional collaboration. This knowledge is essential to strengthen public health nurses' roles and presence in schools, which could most certainly benefit adolescents with mental health problems in secondary school.

The Impact of Parenting Style on Adolescencents’ Behavioural Problems in Secondary Schools in Mbooni East Dsub County Makueni County-Kenya

This research project was designed to investigate the impact of parenting styles on adolescents’ behavioral problems in secondary schools in Mbooni East Sub- district, Makueni County, Kenya. It aimed to establish how parenting styles impacts on adolescents’ behavior. The independent variable was parenting style while adolescents’ behavioral problem was the dependent variable. The target population was all public secondary schools in Mbooni east sub-district ‘Makueni County, Kenya. The study randomly selected eight secondary schools out of the forty- two secondary schools in Mbooni East-sub district. Thirty students were sampled from each school to make a total of two hundred and forty students from form one to\form three. Data was collected and analyzed using SPSS. According to the study findings 66.7% of the respondents under the authoritarian parenting style, 66.7% of the respondents’ under neglecting parenting style exhibited negative social behavior, while 51% of the respondents under permissive parenting style exhibited negative social behavior and only 39% of the authoritative parenting style exhibited negative social behavior. The major recommendation was that authoritative parenting style is a tool for curbing negative social behaviors among schooling adolescents as opposed to the other parenting style. Keywords : An Adolescent, Authoritative parenting style, Authoritarian parenting style, permissive, and uninvolved parenting. DOI : 10.7176/RHSS/9-2-03

Contribution of Modern Biogas Plant to Energy Source and Environment Protection in Rwanda

The government of Rwanda through its Ministry of Infrastructure (MININFRA), the authority in charge of energy has initiated different initiatives aimed at finding long term solutions to energy shortage in the country where no investment has been done the last 20 years in electricity generation. Among these solutions, biogas has been identified as one of the sector to be developed. Energy plays a major role in development process of every country. This research is conducted in order to handle energy shortage problems in secondary schools located in rural areas by using a modern biogas. To achieve the aims of this research, the field survey was conducted at G. S de Ntarama and data about numbers of students and teachers, type and amount of waste produced, and impacts of lack of electricity on education were collected through interviews and questionnaires. The data were analyzed and the size of digester was estimated to be 118.524 m³. In addition to reducing the emission of carbon dioxide to 7 times lesser than which is emitted by firewood, it was also found that the use of biogas proves to be economical by covering the cost of firewood consumed in one month to five months. The produced energy allocated both in lighting for 4 hours and cooking for 3 hours was proved to be more advantageous and cost effective. The use of modern biogas contributes to the quality of education, environmental protection, agriculture productivity, and improve the lives of Rwandan people in general.

The Causes of a Lack of Discipline among Secondary School Learners in Mauritius

AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.

Adolescents Perceptions of Health Education in Secondary Schools: The Need for a Dialectical, Practical and Transcultural Proposal

Abstract Health education in Spanish schools is still considered as a controversial subject, which Educational laws and programs have always faced ambiguously. This report presents adolescents’ opinion about health education in their schools. In particular, which curricular and extracurricular aspects are being developed, and which strengths and problems related to health education they identify in their educational centers. Based on the situational analysis, we make a quick diagnosis of the state in which health education stands, in order to find a starting point for the improvement. We conducted 15 depth interviews with Romanian and Spanish students in 3 teaching centers of the South of Spain. The qualitative analysis of data was carried out using Atlas Ti, version 7. The results show that participants do not consider schools as the main source of health learning, while family, peers and technologies are seen as more significant agents. In secondary schools, most of the information related to health is received through outside educational programs, and it is seen as ineffective because they are partial, merely informative and not continuous over time. The main health problems in secondary schools identified were stress and bullying, and we may consider as relevant the existence of discrimination based on origin or precedence. Furthermore, participants provide an essentialized, stereotyped and inferior vision of health in other foreign continents (Africa) and religions (Islam). Adolescents portrays a School far from health, with a traditional health education model and a biomedical conception of health. This scenario suggest a need to bring back the Perugia School approach based on developing dialectical, praxiological and transcultural methodologies and where students could get involved and participate in their own health learning.

Alternative Corrective Measures Used in Managing Student Behavior Problems in Secondary Schools in Bondo Sub County, Kenya

The purpose of the study was to identify alternative corrective measures used by teachers to manage students’ behavior problems in secondary schools. The study was informed by Assertive Discipline Model and Thorndike’s Behavior Modification Theory. Mixed methods research approach was used and with it, concurrent triangulation design was adopted. Target population of the study was composed of 308 teachers from a total number of 34 schools that had 34 Heads of Guidance and Counseling, 34 Deputy Principals and 240 classroom teachers. Krejcie & Morgan sample size determination table and stratified random sampling technique was used to sample 28 Deputy Principals from a total number of 34 deputy principals, 28 Heads of Guidance and Counseling from a total number of 34 and 152 teachers from a total of 240. Pilot study was done in three schools that didn’t participate in the actual study to determine reliability of the instruments and split half method was used to ascertain a reliability coefficient of 0.871. Face validity of the instruments was ascertained by pilot testing the questionnaires and also by seeking expert judgment by university lecturers. Data was collected using questionnaires, in-depth interviews and document analysis guides. Quantitative data was analyzed using basic descriptive statistics and inferential statistics. Qualitative data from interviews were analyzed using thematic analysis. The study findings revealed that alternative corrective measures like guidance and counseling, manual work, temporary withdrawal from class, withdrawal of privileges and suspension were used in managing student behavior problems. However, it was established that use of rules and detention were not preferred as alternative methods of managing student behavior problems. DOI: 10.5901/mjss.2016.v7n1p527

Restrictive educational placements increase adolescent risks for students with early-starting conduct problems.

Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. This study examined the impact of restrictive educational placements on three adolescent outcomes (high school noncompletion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5-6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high school noncompletion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct problem behavior with less cognitive impairment. To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports.

Common problems with ‘the gap’

What are the most common ‘narrowing the gap’ problems in secondary schools and what are some of the solutions that prove effective? Daniel Sobel takes a look

Investigation of Students’ Attendance Patterns and Measures in Place to Curb the Menace in Secondary Njoro Sub-County, Kenya

Students' school attendance is still a major challenge in Kenya secondary levels of education. Therefore, this research analyzed student's school attendance and measures put in place to curb the problem in secondary schools in Njoro sub-county in Kenya. This study was set to look into: student's school attendance; causes of student school non-attendance and students performance in order to establish ways of mitigating this trend. Moreover, findings of this study were to assist the following individuals: students, teachers and the school administration such that it will assist students to know effects of school non-attendance; it will also assist teachers to be able to formulate ideas on how to reduce student's absenteeism.The study used descriptive survey design targeting all public secondary schools in Njoro sub-county. The target population for the study comprised of 169 male and 89 female teachers. There were more than 30 public secondary schools. Simple random sampling was used to select 8 schools and 156 teachers. Data was collected using questionnaires for teachers. Data collected was analyzed by descriptive statistics. Analyzed data was presented by use of frequency distribution tables. The researcher established that schools do not vary the ways of improving student's school attendance, since there is strong negative correlation between absenteeism and academic performance.