An investigation of the causes of absenteeism in an inner-city school Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/pn89d9506

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  • The study attempted to accomplish the following: 1. Identify the causes of absenteeism in an inner-city high school. 2. Investigate and compare the reasons for absenteeism of: (a) boys vs. girls, (b) students with divorced parents vs. students with parents who are not divorced, and (c) bused students vs. resident students. 3. Complete a statistical study to determine whether or not a significant difference exists between the mean scores of reading achievement tests for students with attendance problems and students without attendance problems. 4. Complete a statistical study to determine whether or not a significant difference exists between the mean scores of mathematic achievement tests for students with attendance problems and students without attendance problems. 5. Develop a conceptual framework which might enable parents and educators to have a better understanding of the causes of absenteeism in inner-city schools. Conclusions 1. Students with attendance problems attribute their absenteeism to the following major factors: a. In-school factors (1) Poor relationships with teachers (2) Class assignments lack meaning (3) Unsatisfied with course schedule b. Personal factors (1) Social pressure to cut class (2) Lack of motivation 2. Students with divorced parents are less likely to blame the school for their absenteeism problems than students with parents who are not divorced. 3. "Caring for family members" and "Transportation" affect the attendance of bused students more than resident students. 4. Family factors contributing to poor school attendance include "Problems relating to fighting among family members" and "Problems relating to divorced parents." 5. The F statistic, using the one-way analysis of variance, indicated: a. There was no difference, at the .01 level of significance, in the mean scores of reading achievement tests for freshmen students with attendance problems and freshmen students without attendance problems. b. There was a significant difference, at the .01 level of significance, in the mean scores of reading achievement tests for sophomore students with attendance problems and sophomore students without attendance problems. c. There was a significant difference, at the .01 level of significance, in the mean scores of mathematic achievement tests for freshmen and sophomore students with attendance problems and freshmen and sophomore students without attendance problems.
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