Perceived School-Based Strategies for Addressing Truancy among Primary School Pupils: A Case Study of Yandaka Primary School, Dutsinma LGA, Katsina State

Abstract

Truancy remains a significant obstacle to Nigeria's Universal Basic Education goals, disrupting instructional continuity and exposing affected pupils to poor academic outcomes and social vices. This case study examined perceptions of school-based strategies for addressing truancy at Yandaka Primary School, Dutsinma Local Government Area, Katsina State. A descriptive survey design was adopted, using two instruments adapted from the School Truancy Questionnaire (STQ): a four-point (Strongly Agree–Strongly Disagree) scale administered to 10 teachers and parents (5 teachers, 5 parents), and a three-point (Yes–Sometimes–No) scale administered to 40 pupils, giving 50 respondents in total. Both instruments were validated by three experts from the Departments of Psychology and Counselling and of Special Education, Federal University Dutsin-Ma, and returned Cronbach's Alpha reliability coefficients of 0.83 (teacher/parent instrument) and 0.78 (pupil instrument). Data were analyzed using frequency counts, percentages, and mean scores; to allow cautious comparison across the two response formats, mean scores are also reported as a percentage of the maximum possible score (%MPS). Teachers and parents strongly endorsed strategies such as parental monitoring, teacher encouragement, guidance and counselling, prompt parental notification, a friendly school environment, and sanctioning of truancy (90.8%MPS), but rated actual implementation of these strategies lower (74.5%MPS), with attendance-reward schemes and school feeding the least implemented. Pupils' reports of these same practices were markedly lower still (58.7%MPS), particularly around monitoring, rewards, and feeding, pointing to a notable perception gap between adults and pupils. Pupils' observations of truancy and its consequences, however, aligned more closely with adult reports (89.3%MPS), particularly regarding the use of sanctions. Reported implementation challenges included parental resistance to being notified of absences, limited proactive concern from school management, and the absence of reward schemes (86.0%MPS). Eighty percent of respondents perceived boys as more prone to truant behaviour than girls, a descriptive frequency rather than a statistically tested difference. The study recommends closing the adult–pupil perception gap through improved home–school communication and directing targeted support toward at-risk male pupils. As a single-school case study, findings are context-specific and are not generalized beyond Yandaka Primary School.