INFLUENCE OF FISHING ACTIVITIES ONPUPILS’ SCHOOL ATTENDANCE AND ACADEMIC ACHIEVEMENT: ACASE STUDY OF KAGWARA LANDING SITE SERERE DISTRICT

CHAPTER ONE

INTRODUCTION

1.0 INTRODUCTION

Consistent school attendance is critical if students are to build and maintain a foundation for ongoing learning and academic success throughout life. When learners are not in attendance, they miss essential instruction, which often cannot be replicated. They miss the incidental learning that takes place during classroom discussion. “Students who are not in class have fewer opportunities to learn the material that enables them to succeed later in school,”(Teasley, 2004).

The study will therefore investigate the influence of pupil’sparticipation in fishing activities on their school attendance and academic achievement.This chapter will cover the historical, theoretical, conceptual and contextual perspectives, statement of the problem, purpose of the study, objectives, and research questions, significance of the study and the scope of the study and the justification of the study.

1.1  HISTORICAL PERSPECTIVE

Schooling was perceived as the key to success for individuals and to the excellence of society(Rose et al., 2008). Free and compulsory education came to England and Wales following the Elementary Education Acts of 1870 and 1876, although not always on a full time basis. The Education Act of 1918 finally abolished half time schooling, and made elementary education entirely free and compulsory until the end of the term after the child’s fourteenth birthday. Nevertheless, in most parts of the United States the problem of illegal absence dates from 1876(Morrish, 2013). In the 1850s urban schools suffered from an extremely high turnover of students. Many students were needed at home to do many of the chores, especially if they lived on a farm. Other students worked outside of the home to help support the family. Poor attendance was a problem to teachers and parents well before school attendance became compulsory(Reese, 2011). Pallister notes that enthusiasm for education varied with the standards of the school; good schools quickly obtaining the support of parents, and similarly bad schools, least in the eyes of parents, quickly losing support(Galloway, 2014).

School administrators were immediately faced with new concerns considering that in 1900 only 6 percent of Americans had a diploma. It is clear that attendance rates varied little between 1904 and 1938, except in 1920 when lower average attendance followed the social upheaval of the First World War. Galloway noted that there is little evidence that attendance rates over the last ten to fifteen years (1970-1985) differ very much from those earlier in the century (Goldin & Katz, 2009). Even with the increased attendance and the increased graduation rates over the last 100 years, education is relatively the same. A glaring example of this is the release of students for farm work in extremely industrialized society. American culture has changed but the reasons for excused absences have not changed(Bowles & Gintis, 2011).

The statistics related to school absenteeism arestaggering. Each school day, 2,500,000 students were reported absent from school. The dropout rate is estimated at 27 percent nationally and over 45 percent in some cities. The 27 percent dropout rate equates to 65 busloads of students who leave United States schools each week and do not return. In a year’s time, 700,000 students will be lost. In two years, the number will exceed one million(Mordechay, 2016).

However in African countries, learner absenteeism rates are much high. Absenteeism rates have been found to vary approximately from 5% to 15% in most of the African countries. In South Africa, education act of 1958, states that its compulsory for any child of school age to regularly attend school as reasonable excuse is provided(Koledade, 2009). The education act high lights the school attendance as part of three way accountability system where by learners below a given age are obliged to regularly attend school, parents are accountable for maximum school attendance, and the schools are obliged to provide the basic education possible given the circumstances of each learner(Kennelly & Monrad, 2007). Moreover this failure to meet legal obligation to meet legal attendance, represents a challenge not just to pupils, parents and education systems but to communities and societies in general(Dembo & Gulledge, 2009)

In the Ugandan context formal education started in a colonial era in 1878 whereby teaching and learning was carefully structured and Uganda being a third world country, emphasizes on primary education because the basic skills of successful living in the community are acquired at this level. Most of the house wives, craft men, agriculturalists, for example, badly need this education. The government of Uganda is one of the countries that has taken strategy to achieve the Millennium Development Goal of education for all, through Universal Primary Education(Collins, 2011). The main idea is to provide basic education for all Ugandan children of primary school going age(6+ years), with the aim to fulfill its mission to eradicate illiteracy while equipping every individual with the basic skills and knowledge with which to exploit the environment for both self and national development. It is noted that most schools in Uganda also registered a good number of learners but as learning continues, some learners’ attendance becomes irregular. In the research study on absenteeism conducted in Ntoroko and Rwangara fishing villages in Bundibugyo District, it was established that pupils irregularly attended school as was evidenced by the high absenteeism figures of 64.2% that was recorded daily(Guloba, Wokadala, & Lawrence, 2010). Children almost go to school when they so wish. Absenteeism and dropout cases were higher in upper primary (p.5-p.7) than in lower primary(Nakabugo, Byamugisha, & Bithaghalire, 2008). According toSerere DistrictEducation office report, 2016, Kadungulu County registered the highest absenteeism, learners absentee themselves rampantly to a rate of 25% in a term.It’s upon this background that this researcher is seeking to carry out the study to establish the problem as many educationists believe that regular attendance goes hand in hand with academic achievement.

1.2 THEORETICAL PERSPECTIVE

This study will be guided byUrie Bronfenbrenner’s ecological system’s theory of 1979 which holds that learners encounter different environments throughout their lifespan that may influence their behavior in varying degrees. These systems include the micro system, the mesosystem, the ecosystem, the macro system, and the chronosystem.All these systems influence child development and adjustment(Bronfenbrenner, 2005).Bronfenbrenner stressed the importance of studying a child in the context of his/her multiple environments, also known as ecological systems in the attempt to understand his or her individual development. A child finds him/herself simultaneously enmeshed in different ecosystems, from the most intimate home ecological system moving outward to the larger school system and the most expansive system which is society and culture. Each of these systems inevitably interact with and influence each other and every aspect of the child’s life(Luvmour, 2009).

Following a thorough analysis of the theory concerned, it emerged that child development and adjustment are neither controlled by environmental circumstances nor driven by inner dispositions only.

By studying the different systems that simultaneously influence a child, the ecological systems theory is able to demonstrate the diversity of interrelated influences on the child’s development. Awareness of contexts can sensitize one to variations in the way a child may act in different settings. For example, a child who frequently absents him/herself from school may portray the role of a terrified victim at home(Bronfenbrenner, 2009). Due to these variations, adults concerned with the care of a particular child should pay close attention to behavior in different settings or contexts and to the quality and type of connections that exist between these contexts.Instead, it appears that children are both products and producers of their environments, within the network of the interdependent systems as described above. Therefore, the researcher contends that Bronfenbrenner’s ecological systems theory is not only an appropriate theoretical framework for the overall understanding of the nature and intensity of learner truant behaviour. It also provesto be of great value in promoting positive parentchildrelationships, secure and supportive homeenvironments for children and in fostering meaningful parent-school cooperation(van Breda, 2014).

Although generally well received, Urie Bronfenbrenner’s system theory has encountered some criticism throughout the years. Most criticism center on the difficulties to empirically test the theory and model and the broadness of the theory that makes it challenging to intervene at any given level. Some examples of critiques of the theory are:-It’s challenging to evaluate all components empirically, Its difficult explanatory model to apply because it requires extensive scope of ecological detail with which to build up meaning that everything in someone’s environment needs to be taken into account and failure to acknowledge that children positively cross boundaries to develop complex identities(Bitter, 2013).

1.3 CONCEPTUAL PERSPECTIVE

According to Encarta dictionary, attendance can be defined as an instance of beingat an event, or the practice of regularly going to a school, church or other institution and for this study attendance refers to pupils regular going to school to learn.

In this study,the definition of absenteeism is adopted from Gentle-Genitty(Gentle-Genitty, 2009), who defined absenteeism in the context of school as the habitual or intentional failure to attend school while a learner may miss school activities now and then, absence becomes a problem when the pupil is away from school for many days.

The learner will be referred to a child who is enrolled in formal school to study at a given level under the instruction and guidance of a trained teacher in and outside the classroom(Harris & Sass, 2011).

On the other hand academic achievement refers to a student’s success in meeting short or long term objectives of education.

Crow and Crowdefine academicachievement as the extent to which the learner is profiting from instructions in a given area of learning that’s to say achievement is reflected by the extent to which skills and knowledge have been imparted to him/her(Kochito, 2013).

Arul further argues that,academic achievement is a level of actual accomplishment orproficiency one has achieved in academic area as proposed to ones potential in educational goals measured by examinations(Nassir & Firwana, 2013).

Fishing is a form of primary production which is distinct from core agriculture. Traditional fishing is still basically conducted along the ancient patterns of hunting the wild living stocks in water as nature provided them. However, according to Anderson “fishing consists of integrated activity directed towards fish production”(Udoh, Achike, & Mkpado, 2013).

1.4 CONTEXTUAL PERSPECTIVE

The study will be carried out in Kagwara landing site found in Kadungulu County, Serere district on the shores of Lake Kyoga.It is in the eastern part of Uganda.Many people there are involved in subsistence crop farming(cultivation), livestock rearing and fishing activities. There is a large Ethnic mix in Kagwara. The largest group are the Iteso and other groups include the Bakenyi, Langi and Karimojong.There are also 12 schools in KadunguluCounty with the population average of 500-600 learners in each school. Despite all the UPE policies, improvement plans for education, initiatives currently being utilized in Uganda, Learners still miss school for reasons that may not be sanctioned by the school officials.

Ssewamala states that for any institution to achieve the set goals well, there must be regular attendances of the participants. According to many researchers, absenteeism of learners from school has remained a problem in most primary schools worldwide. In Uganda this is supported by the statement made by the Minister for Education and sports during the release of the Primary Leaving Examination results of 2016 (New Vision of Friday, January13th, 2017 p 5). The minister lamented on the number of candidates who absentee themselves during exams. There were 640,853 candidates registered nation-wide for 2016 PLE but only 623,540 sat for the exams, meaning 17,293 were absent; which the first lady said, “Is an acceptably high “ she also proceeded to state that, “The districts contributing to this high number of absentee pupils must be informed and follow up action be initiated.” (New Vision January 13^th 2017 p 5).

She noted that the central and eastern regions had the highest number of absentees in the country and the worst performing districts were from eastern region; Serere district happened to be the last which is most likely to have been caused by absenteeism. Absenteeism causes gaps in the learning process in that absentees miss what is learnt during their absence and yet learning proceeds from known to unknown and thus an absentee therefore interjects or interrupts his or her learning and at the end may not be able to answer examinations well and thus high failure rate of innovation in education. The same applies to Serere where by learners absentee themselves randomly. Looking at the academic achievements of the learners in the sampled schools the researcher plans to engage in this study, below is the compiled PLE results for the last five years. The results portray poor academic achievement, there are no grade one achievers even in grade two they are very few.

PLE PERFORMANCE FOR THE LAST FIVE YEARS GRADE

This is most likely to cause negative impact on the future of the youth of today. There is need therefore to conduct a systematic investigation into the root cause of this absenteeism, collect views from the stake holders and establish the possible measure to track, monitor and improve on the learners attendance.

1.5 STATEMENT OF THE PROBLEM

Regular attendance at school is crucial in raising standards of education and in ensuring every child can meet his / her full potential. Missing out on lessons leaves children vulnerable to falling behind. Children with poor attendance tend to achieve less in both primary and secondary school(Jensen, 2009).Many countries are struggling to see that school age going children get educated through Millennium Development Goal of education for all (world bank,2006).It is believed that when all get educated they will be able to become self-reliant and alsoexplore their environment responsibly and sustainably for the continuity.

Whereas the government of Uganda enacted universal education through the UPE- Universal Primary Education policy in 1997 to improve the access, equity and quality education, there is still much concern in the rampant absenteeism of the learners which is likely to affect the achievement of the Millennium Development Goal of education for all(Zuze, 2008).

School attendance is not much encouraging during the periods between August andSeptember when there is bumper catch of fish. This has been a problem confronting the educational sector of the region.Due to the above, the researcher has chosen to research into fishing related activities and the extent to which it affects school attendance and academic performance in primary schools in Kagwara landing site(Owusu, 2009).

1.6   PURPOSE OF STUDY

The purpose of this study is to establish the influence of pupil participation in fishing activities on school attendance and academic achievement; a case study of Kagwara landing site primary schools.

1.7  OBJECTIVES OF THE STUDY

The study will be guided by the following objectives:

1. To find out the fishing activities that the pupils are engaged in.
2. To find out how the fishing activities influence the level of attendance of the pupilsin the primary schools.

• To find out how the fishing activities influence the level of academic achievement of pupils in primary schools.

1.8 RESEARCH QUESTIONS

1. What are the fishing activities that the pupils engage in Kagwara landing site?
2. How do the fishing activities influence the pupil’s school attendance in Kagwara landing site?

• How do the fishing activities influence the pupil’s academic achievement in the sampled schools in Kagwara landing site?

1.9 SIGNIFICANCE OF THE STUDY

The results of the study are likely to benefit those who are responsible for the pupils’ regular attendance of classes. This will include the following group of people;

1. Pupils:

The Pupils admitted to such schools should be able to understand themselves, be aware of the activities that can contribute to their absenteeism and equip themselves with views and measures that can motivate them to attend classes regularly and meet the school objectives and education generally.

1. Teachers:

The study is expected to help the teachers to understand the main problems and causes of pupils absenteeism and draw stringent measures to detect, monitor and control learner’s absenteeism and enhance effective teaching and learning in the school

• School administrators:

The results of the study will help the school administrators in planning and designing measures and strategies that can help improve on pupils’ school regular attendance and also have them complete the school cycle.

1. Parents and community leaders

The result of the study will help the parents and community leaders to become partners with the school administrators in implementing the government policies on education, school rules and regulations and improvement of pupils’ school attendance and academic achievement.

1.10 SCOPE OF THE STUDY

The study will be carried out in the four sampled primary schools in Kagwara sub-county in Serere District basically. The study specifically seeks to establish the fishing activities that pupils are engaged in, and the influence of pupil participation in fishing activities on school attendance and academic achievement.

CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This chapter will focus on the conceptual frame work, theoretical review which indicate the theory that guided the study. The researcher will review the literature published in this area and explore the views that have been given by various stake holders on the activities that can influence school attendance and strategies that can be used to retain pupils in school.

2.1. CONCEPTUAL FRAMEWORK

Figure 2.1 shows the likely influence caused by fishing activities on pupils school attendance and academic achievement.

Source: The framework was developed by the researcher using a model adopted from (Onen & Maicibi, 2004)

Source: The framework was developed by the researcher using a model adopted from (Onen & Maicibi, 2004)

School/class attendance and learners participation in class go hand in hand with academic achievement. Without attendance the programmed learning will not take place. Learning in class is designed in a spiral manner- in a progression which does not need creating gaps in attendance thus the end result is a short fall in acquisition of BASKV.

It is also the main reason that NCDC designs a curriculum for each level of class. A child has to fully complete what is designed for the particular level before moving to the next level. The curriculum in the earlier class becomes a spring board to the next one. Therefore, it is very important for a learner to attend and participate in the learning for better academic achievementand progress.

2.2.0 LITERATURE REVIEW

2.2.1 FISHING ACTIVITIES THAT THE PUPILS ARE ENGAGED IN.

Fishing is a form of primary production which is distinct from core agriculture. Traditional fishing is still basically conducted along the ancient patterns of hunting the wild living stocks in water as nature provided them(Owusu, 2009). However, fishing consists of integrated activity directed towards fish production. Fishing activities are concentrated mostly at places called fishing station. A fishing station is a special type of site located on streams, lakes, oceans beaches, or their banks where fishing activities are carried out. Such activities include net mending, removal of fish from nets, selecting/sorting of fish according to their sizes, repairing of fishing boats, setting and re-setting of nets(King, 2013).

Children undertake a variety of fishingrelatedactivities which are age and gender-specific. Fishing jobs are related to the type of fishing undertaken, such as hook, trap, line or net, and involve time spent on the lakeshore fishing; on the water fishing or paddling.When the fishing station is of lower capacity, some of these processing works are done at home. They include sorting, washing, salting, fish drying/smoking, stocking in baskets/bagging for sale; at the landing site supervising boats, nets, fishermen and the catch; mending nets at home; and processing fish(Westway, Barratt, & Seeley, 2009).For example, young children are often given the job of scaring birds/ animals away from Mukene drying on the rocks in the sun; upper primary schoolchildren often spend considerable time engaged in fishing-related activities: boys fish on the lake and load fish at the landing site, which are paid jobs, and girls are involved with Mukene processing for the household, which is unpaid work; male school dropouts often migrate inter and intra-lake as fish laborers.

In addition to that, (Westway et al., 2009) argued that, the offer of paid work provides an escape, and several of the study boys in Nanyolo dropped out of school for this reason. Vincent (seventeen years) explains: ‘This happened to Charles, because Patrickcame with money for buying Nile perch’. Boys earn easy money working for Patrick as fishmongers, buying Nile perch from other fishermen. If a boy’s relative or friend starts working for Patrick he is more likely to drop out of school as well. Charles (eighteen years) was encouraged by his friend Mudama (twenty-two years), who had no money to continue in s2 at Bulaya Secondary School, but was offered work by Patrick. Hence, parentsjustifiably blame ‘peer group influence’ for their sons’ dropping out, particularly in relation to the ‘lure of fishing’ and easy money.

The fisheries-related work that children do may beclassified into four broad categories: (a) Fishing and foraging for Subsistence, (b) Small-scale fish vending (c) Rendering services to a boss and its crew during operations on a beach and (d) Work in a shore-seine crew. With the exception of (a) whereby from the age of 7, boys and girls are encouraged to forage for fish during their spare-time, these tasks are distinctly gendered and contain a strong element of “apprenticeship” and the acquisition of what many observers researching children’s work would describe as “critical survival skills” as well as providing preparation for a career as either a fish vendor or as crew of one of the local fishing vessels(Divakarannair, 2007).

FurthermoreOjwang’ (2000) points out that because of abject poverty children flock to the beaches of Lake Victoria in search of work. He adds that most u from school to participate in fishing activities. These children are involved in loading and off-loading fish merchandise from boats into Lorries. The Nile perch, a fish species commonly caught in Lake Victoria is normally very heavy. Fishing activities take place from dawn to evening and pupils usually participate in them in the morning before going to school (Oloo & Ojwang’, 1994). This could affect their academic achievement as a result of fatigue that leads to poor concentration in class.

In a study carried out by The Training and Advocacy for Community Initiative(TRACOI) (as cited in Staff, 1998, July 29) in Suba district Kenya, revealed that child workers in the fishing industry are exposed to work-related accidents and injuries. Pupils are involved for long hours in pulling heavy fishnets from the water, loading and off-loading fish from motor boats to Lorries, which ferry them to the factories. This at times has led to some of them developing chest problems and bronchitis. The survey report further revealed that child workers are compelled to perform adult tasks, which often result in fatigue. Since most of fishing activities takes place at night, child workers are overworked and have inadequate sleep which affects their performance in class in that they sleep most of the time instead of concentrating in their schoolwork. This, the survey notes, leads to mental and psychosocial impairment. Furthermore, many have resorted to smoking in order to cope with the harsh conditions in the beaches. Child workers in the fishing industry are also exposed to the risk of contracting diseases such as AIDS. They are also vulnerable to illnesses such as malaria, typhoid, cholera, and skin infections which are prevalent at fish landing beaches whose most water sources are contaminated (Staff, 1998, July 29). When children are sick they cannot go to school. Likewise when they cannot satisfy their basic need of sleep, their concentration in class is affected. The same children are said to be intoxicated with bhang to enable them cope with the harsh conditions at the lake at night (R. Okeyo, personal communication, July 10, 1999). The TRACOI survey (as cited in Staff, 1998, July 29) indicated that it is the fishermen who give children money to buy bhang. This has at times led to indiscipline in school

However the researchers in the TRACOI used a survey in their study and the results of the study were generalized to represent the whole population which may not be the true picture of the area and that’s why the researcher wants to use a case study to find out an in-depth understanding of the topic.

2.2.2 INFLUENCE OF FISHING ACTIVITIES ON SCHOOL ATTENDANCE.

School attendance is of utmost importance for children to be able to reach their potential and become economically productive and engaged citizens. School attendance is not merely an issue of fairness and equality. It is an issue of practicality, the pathway to economic and social development. Children are the country’s next generation of adults. If they are not educated, future generations are undermined. Moreover, education is afundamental human right provided for in articles 28 and 29 of the United Nations Convention on the Rights of the Child (Ray and Lancaster, 2003).

School attendance is a vital administrative record necessary in all the public primary schools in the State. It is recorded by taking the number of pupils‟ attendance multiply by the number of school days of the week and divided by the number of children in class. School attendance can be “habit forming” in the sense that, ceteris paribus, the more schooling experience a child gets the less likely that she/he will drop out of school. An increase in the household’s access to water and light and in its possession of assets such as television and telephone helps to put its children in category of “school only” status with no labor market participation (ibid) Not disputing the fact that school attendance is very essential for the achievement of good academic performance, At North Canyon High School they strongly believe, and research supports this, that regular attendance is essential for student success. In addition, a student’s best preparation for the Aims graduation requirement as well ass other standardized tests is regular daily attendance. This the school shares in the motto that “Every Day Counts” belief that the attainment of academic excellence requires attending school on a regular basis. The attendance records of school pupils they belief depends on the pupil, parent and school personnel. Parents and school personnel are to excuse pupils for valid reasons. Attendance incentive program that rewards good attendance pupils at North Canyon High School is that Students can earn up to a 5% bonus for good attendance at the end of each quarter and have this added to their final grade for a course. This is to encourage students to attend school regularly via engaging in relevant and rigorous instruction (North Canyon High School, 2007).In Ghana especially in rural areas, children can be found working in picking, fishing, herding and as contract farm labor.

Onomodeke (1995) observed that for a pupil or student to be successful in his or her academic performance, the pupil has to be regular in school, face learning problems squarely, avoid late coming to school and he or she should consult with the teacher. Yap (2003) pointed out that a child who attends school more frequently may influence the amount of knowledge he or she gains. However, the more the school attendance the less time a child has on labour activities.

In addition the failure of children in public primary schools in Niger State to complete their primary school education was due to their inability to combine school attendance with income generation activities to finance their education. Poverty and lack of employment or partial employment and illiteracy among parents/guardians have given birth to majority of child labour problems. Furthermore, Drusilla and Alan (2002) stated that child labour has been an acceptable way throughout history that the fact of young children. Working and the difficult conditions under which children work occasionally become more evident. In the mid19th and 20th centuries child labour became more visible because children were drawn into an industrial setting. Drusilla and Alan (2002) explained that children are engaged in child labour because of new technology, household dynamics, culture, market, and political failure which determine the labour force participation rate and educational attainment of young children. The researchers experience in Minna in College of Education revealed that parents engaged primary four (4), five (5), and six (6) pupils to work on their farms especially during the raining seasons. This situation adds to low school attendance of pupils and leading to poor academic performance in school. The International Labour Organization (ILO) (1998) estimated that 24.6% of children between the ages of ten and fourteen (10-14) in Nigeria were working outside home. This is not different from what the state is experiencing today among the young children in primary schools.

Attendance in school is important because students are more likely to succeed in academics  when they attend school consistently (Pascopella, 2007). It is difficult for teachers and students to build skills and progress if large numbers of students are frequently absent. In addition to falling behind in academics, students who are not in school on a regular basis are more likely to get into trouble with the law and cause problems in their communities (Hocking, 2008). What factors lead to student absenteeism and would the implementation of an incentive program motivate students to come to Campus regularly in last semester students of faculty of business and accountancy in SIMAD University are carried out in accordance of established goals, policies and procedures”

In European Union, it is commonly assumed that university students benefit from attending lectures. This assumption, however, needs to be tested, as developments in information technology are increasingly calling for a reassessment of the traditional approach to university education, largely based on physical attendance of lectures and classes, and a number of alternative weightless educational models, based on distance learning, are being introduced (Stanca, 2004).

The study of determinants of a college students’ academic performance is an important issue in higher education, among all factors, whether or not attending lectures and classroom discussions affects a students’ exam performance has received considerable attention (Chen and Lin, 2006). It is commonly assumed that university students benefit from attending lectures (Stanca, 2004). Lectures and other class meetings are a primary means of instructions in almost all undergraduate courses (Romer, 1993).

Issues on family background reasons included impoverished home conditions, where the students lived in squalor with their guardians or parents; who could not care less whether the students attended school or not. On a large extent this included lack of child supervise studies, frequent home relocations due to lack of proper care by the guardians or with the parents moving from time to time because of job related matter. challenged, hence lacking the motivation to attend. In the study, students also had negative things to say with their individual ratack, 2004). Some students viewed lessons as boring, did not find classes challenging enough and could not work and go to school at the same time, so they `preferred to earn money instead of go to school.

2.2.3 FISHING ACTIVITIES AND PUPILS ACADEMIC ACHIEVEMENT

Education is said to be the bedrock of socio-economic development of every nation. Indeed, no nation can develop without paying heed to the quality education of its citizens. There is the saying that goes ‘the best legacy that any parent can bequeath his or her child is education’. If this saying is to go by then it confirms another saying that goes ‘education is not a privilege but a right’

If education therefore is to be viewed as a right and not a privilege, much focus should be geared towards activity that should serve as a constraint in the achievement of basic education as a right. In this case, the fishing activity is seen as a major constraint to pupils enjoying full basic education as their right(Ife, 2012).

The involvement of school children in fishing activities is a major factor affecting academic achievement in coastal areas especially in Elmina. Children who sell fish product after school get stressed up and are unable to do their homework, learn what has been taught the previous day and may sleep in class during classes’ hours hence affecting their performance.

A causal-comparative study was carried out in Kenya to establish the influence of participation in fishing activities on academic achievement of primary school pupils in Suba and Homa-Bay Districts in Kenya. The participants of this study were Class 7 pupils drawn from 12 schools in these two districts. A total of 333 pupils that is, 171 boys and 162 girls participated in the study. The academic achievement scores, which were extracted from the schools’ end-term examination records, were used to compare the participants on the dependent variable. The results of this study showed that pupils who were involved in fishing activities had a significantly lower academic achievement mean score than those not involved. The results also indicated that boys not involved had a significantly higher academic achievement mean score than girls not involved(AUMA, 2016).

However this study was done in different areas that’s Suba and Homa-Bay districts in Kenya not in Kagwara in Uganda and may be the findings in those areas may not be the same with the ones in Kagwara Uganda thus the need to carry out the study.

Child labour is a global problem, and its elimination is being called for in the world. According to a recent International Labour Organisation (ILO) report, it was estimated that there are 250 million children between the ages of 5 and 14 years working in Developing countries –120 million are working full time while 130 million are working part time (Chakravarthi, 1997, January 26). These children are involved in such activities like picking coffee or tea regardless of whether it is a school term or holiday (Staff, 2000, October 30). They are also involved in fishing activities, salt harvesting, and sugar cane cutting.

Gugler and Gilbert (1992) report that child labour is a serious concern because large numbers of children are trapped in highly exploitative and abusive employment relations such as domestic work and bonded labour. In the dangerous and hazardous categories of work, brick making, commercial sex, mining, and carpet making are the most cited. Bequele and Boyden (as cited in Gugler & Gilbert 1992) reports that many children work for excessively long hours and do not receive adequate nutrition, health care, and education.

In Kenya, the exact number of children in the labour market is not known. This is because no statistics exist to show how many children are in the labour market. What exist are mere estimations from individuals. For instance, the ILO program co-ordinator claimed that there were three million children in the labour market (Staff, 1997, July 29). The Minister for Labour while addressing 1998 Labour Day, reported that three million children of school going age were out of school and the labour force would grow to 16 million by the year 2010 (Staff, 1998, May 2).

The TRACOI survey (as cited in Staff, 1998, July 29) in Suba district Kenya, revealed that child workers in the fishing industry are exposed to work-related accidents and injuries. Pupils are involved for long hours in pulling heavy fishnets from the water, loading and off -loading fish from motor boats to lorries, which ferry them to the factories. This at times has led to some of them developing chest problems and ronchitis. The survey report, further revealed that child workers are compelled to perform adult tasks, which often result in fatigue. Since most of fishing activities takes place at night, child workers are overworked and have inadequate sleep which affects their performance in class in that they sleep most of the time instead of concentrating in their schoolwork. This, the survey notes, leads to mental and psychosocial impairment. Furthermore, many have resorted to smoking in order to cope with the harsh conditions in the beaches. Child workers in the fishing industry are also exposed to the risk of contracting diseases such as AIDS. They are also vulnerable to illnesses such as malaria, typhoid, cholera, and skin infections which are prevalent at fish landing beaches whose most water sources are contaminated (Staff,1998, July 29). When children are sick they cannot go to school. Likewise when they cannot satisfy their basic need of sleep, their concentration in class is affected. The same children are said to be intoxicated with bhang to enable them cope with the harsh conditions at the lake at night (R. Okeyo, personal communication, July 10, 1999).

In Uganda, over one million people are engaged in the fisheries sector, many on an informal basis (Bahiigwa et al . 2003). The sector significantly contributes to food security, foreign exchange, employment and local government revenue. Throughout the 1990s the sector expanded due to growth in the export market for Nile perch, and in 2002 it was estimated to be worth 220 million dollars, contributing twelve per cent of the country’s gdp (Banks 2003). Fishing is a major source of livelihoods for rural and peri-urban communities situated around Lake Victoria  and other smaller lakes in Uganda (Grellier 2004; Geheb et al. 2008).

The fishing industry hires many unskilled workers who reside in landing sites, temporary fishing camps and more permanent fishing villages on the lakeshores. These sites are dynamic centres of activity attracting different types  of people – fulltime fishermen, male and female traders and fish processors, as well as service sector workers, in lodges, bars and restaurants and commercial sex workers. Many children live, and often work, at these sites (Westaway etal. 2007; Walakira and Byamugisha 2008), a sub-population that is often forgotten in studies that focus on fishing sites as places of adult activity (Westaway 2008).

Fishing communities are often remote, lack infrastructure and are marginalised from governmental development initiatives (Allison 2003). Services such as water, sanitation, health and education facilities are often poor or entirely absent in lake-side villages and landing sites (Grellier et al.2004; Keizire 2006).

Children growing up in such places, in common with other rural areas of developing countries are often educationally disadvantaged, in terms of their access to formal education, compared to their urban counterparts (Meinert 2003; Ray 2003; Ansell 2005; Lewin 2007). The demands of the fishing industry, the strong occupational identities and incentives to remain in fishing are thought to negatively affect the educational outcomes of formal schooling in these contexts (Maddox 2006).

Dierkes, et al. (2003) asserts that, given that poorly designed lessons, uninteresting learning materials, or unclear expectations, for example, could contribute to greater student disinterest, increased behavioral problems, or unruly and disorganized classes, classroom management cannot be easily separated from all the other decisions that teachers make. In this more encompassing view of classroom management, good teaching and good classroom management become, to some degree, indistinguishable.

The premise being that there is a significant correlation between communication in the classroom and the academic performance of students, this article approaches the learning process as itself a function of communication, whereby communication is understood as a two-way interactive process. This is not to say that learning is communication, nor is it to say that academic performance exists in a simple causal relationship to successful classroom communication: Successful communication between the teacher and students is a necessary condition of academic achievement (Maicibi, 2003).

If the needs of the students have been accurately identified, and if appropriate verbal and non-verbal communication is employed, the chances of success are correspondingly high (Dierkes, et al., 2003), Effective teacher communication can be learned, and it is the responsibility of teacher training institutions and supervisory bodies, as well as of the teachers themselves, to ensure an adequate awareness of modern communication theories (Phillips, 2004).

Performance test is the type of test which throws light on the ability to deal with things rather than symbols (Drever, 1981). In relation to educational research, academic performance of a student can be regarded as the observable and measurable behavior of a student in a particular situation. For example, the academic performance of a student in social studies includes observable and measurable behavior of a student at any point in time during a course. In social studies students „academic performance consists of his scores at any particular time obtained from a teacher- made test. Therefore, we can equate academic performance with the observed behavior or expectation of achieving a specific statement of or statement of educational intention in a research. Academic performance of students consists of scores obtained from teacher-made test, first term examination, and mid-semester test

Ada (2004) sees classroom discipline as a function of the interaction between teacher and students that bring about self-control and respect for authority. It entails creating and keeping books based on reciprocal understanding limits that must not be transgressed. Classroom motivation is another management variable that according to Fadipe (2000) is the process of influencing or stimulating a student to take action that will accomplish desired goals. A teacher can reward the learner in order to increase the probability of reporting the desired behavior. Secondary school students‟ academic achievement according to Fadipe (2000) takes into cognizance both quality and quantity of the internal and external results achieved. It implies that it is not just the number of graduates of the system that matters but how relevant and competent the graduates are in meeting the societal needs and aspirations.

Brannon (2010) explored the relationship between student academic success and classroom management beliefs on fifth grade English language arts and math scores. Brannon used the Attitudes and Beliefs on Classroom Control (ABCC) to identify teachers as interventionist, noninterventionist, and interactionalist, so that “the lower survey score results in a less controlling (noninterventionist) ideology, and the higher survey score results in a more controlling (interventionist) ideology. ELA and math achievement were assessed using the California Standards Test (CST) database.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter presents the procedure the research will use to achieve the objectives of the study. It describethe study’s design, population, sample size and selection, sampling techniques, instruments, data management and analysis, reliability and validity, ethical considerations and limitations.

3.2 RESEARCH DESIGN

A descriptive case study design will be used during the study in Kagwara landing site. A descriptive case study has been sought because it gives a chance for in-depth studies (Assimwe 2008). In thiscase the study will use both the qualitative and quantitative research approaches. The qualitative method has been chosen because it is the best way to document the feelings, attitudes, feelings and opinions of the people who are involved in the study

The quantitative approach is chosen because it helps to collect a relatively large amount of information from a cross section of a population in a short time and results can be generalized to represent the whole population.

3.3 AREA OF STUDY;

The study will be carried out in the four purposely selected schools in Kagwara Landing site found in Kadungulu County in Serere District in the eastern part of Uganda. These schools are chosen on the basis that they are found in the landing site on Lake Kyoga and the economic activities in this area are fishing and trade whereby most of the pupils are involved thus denying them to attend school.

3.4 STUDY POPULATION

The population will comprise of Pupils, Teachers, School administrators (Head teachers and Deputy Head teachers), Parents and the Community Leaders of Kagwara landing site.The pupils are selected to take part in the study because they are the main focus of thestudy.Teachers are selected because they are the key informants in the study for they are the ones who are with the learnersat school and through marking of the class register and also during teaching and learning process, teachers can be able to identify the pupils who have attended and those who have not achieved in the studies.  Teachers are expected to be aware of the attendance level of their learners.

Parents are purposely selected because they are the ones who bear the children, send them to school or decide to send them to participate in fishing activities or keep the pupils at home to help them and their influence in their children’s attitudes toward school attendance plays an important role in alleviating irregular school attendance and improving on the pupils academic achievement.

School Administrators are chosen because they are responsible for the planning of school activities, drawing and implementing school policies together with other stake holders. They alsosupervise and oversee all the school activities.

Community leaders are selected because during school meetings with stake holders, whatever policy is enacted, it’s the community leaders to help see that it is implemented in their community and also check on the learners of school age going children staying at home during school days.

3.5. SAMPLE SIZE AND SELECTION

According to Gay (1996), the least accepted representation percentage for sampled population in a descriptive study is 10 percent. Accordingly, twelve (4) schools out of the 40 schools in Kagwara landing site will be sampled,16 teachers,8 school adminstrators,8 parents and 12 community leaders

3.5.1 SAMPLE SIZE

Table 3.1 showing the summary of the study population size and the sampling techniques used

3.5 SAMPLING TECHNIQUES

The study will use the following sampling techniques, namely, simple random sampling, purposive, stratified sampling and convenience sampling.

Simple random sampling will be used for selecting the pupils to participate in the study because itwill help the researcher to identify the right sample for the study. The researcher will use the names in the school register to sample the pupils by assigning them values like first then fourth until she finds out the right number she wants. The researcher will use purposive sampling for identifying administrators, parents and the community leaders since she has prior knowledge about them having the right experience she requires.  Stratified sampling will be used for selecting the government and private schools and the participants for the study both male and female so that all are given equal opportunities.Convenience sampling will be used to sample the teachers who will be readily available in the schools during the course of the study.

3.6 RESEARCH INSTRUMENTS

The researcher will use both primary and secondary data sources. In the study, for primary data collection, the researcher will collect firsthand information or aims at collecting new data by interviewing pupils and people around them.  The following approaches will be specifically   used:

1. Interview schedule

The study will involve use of interviews where by the researcher will hold verbal communication with the participants and asks open ended questions intended to elicit information or opinion related to learners school attendance and academic achievement. This will provide the researcher with an opportunity to ask broad or unstructured questions. It also provides high degree of objectivity, probing and clarifications, therefore it provides detailed data. Since questions are open, they allow individual participants to expound on their opinions and views about pupils school attendance and their academic achievement.

1. Questionnaires

This is a collection of items or questions to which a respondent/participant is expected to react or respond usually in writing. Questionnaires will help the researcher collect a lot of information over a very short period of time because a bigger population can be covered within limited time. It is suitable for the literate population and in this study; it will be used on teachers, administrators and learners. Information needed can be easily described in writing by individual participants giving their owned views, opinions, perception and feelings about absenteeism.

1. Documentary checklist

This is a secondary data source.   The researcher will critically examine written documents like: class registers, admission books and continuous assessment forms to ascertain the attendance of the learners and their academic achievement. Documentary sources will enable the researcher to obtain data that are thoughtful in that the informants have given attention to compiling them.

3.7 DATA QUALITY CONTROL

This refers to the validity and reliability of the instruments or tools used for collecting data.

Validity

According to Kakinda –Mbaaga (2000), the validity of an instrument is the degree which it measures the content or what is intended to measure and does so correctly. In other words validity refers to the extent to which the quality of an instrument or tool used in the research is accurate, correct, true, meaningful and right. To determine the validity of the findings, the researcher will use the concept of triangulation, which is the use of multitude of sources. These sources should be able to give related data which is accurate, true and meaningful.

Triangulation is useful for the purpose of providing a means of cross-checking information obtained from various sources. More complete and holistic views of a research outcome will be capture through different techniques. Triangulation is a technique involved in collecting and analyzing data by mixing different methods (Amin, 2005).

Reliability

Reliability of an instrument or tool used for collecting data is the degree to which the respondents can answer it consistently. Reliable instrument will give the same score even when it is used several times to measure the same variable (Kakinda Mbaaga, 2000) provided the variable has not changed for a given entity. So to test whether a data collection or research instrument is reliable or consistent, a researcher will give or pilot an instrument on a group of participants then after a week, give it again to the same participants and then compare the scores. According to Amin (2005), a perfect reliable instrument has a coefficient alpha of 1.00 meaning that values close to 1.00 are reliable. If the scores are highly correlated or are giving the same facts then instrument or tool is declared reliable, consistent or stable for example, a reliable measure or tool generates the same results whenever it is applied. Validity and reliability are very essential for the effectiveness of any research or test.

3.8 DATA ANALYSIS

The data collected will be organized, interpreted to make sense of data and get what it means.  Since the research method to be used is mixed method, it then means analysis of the data will be according to the type of data collected. For qualitative data, the researcher will group data from open ended questionnaire items, interviews and group discussion under 6 (six) broad themes and then convert them into frequency count. Qualitative research data is presented in text (words), then quantified according to the frequency of the same responses.

Open coding will be done-that is assigning of code to represent the core topic of each category of data. Open coding will be done by dismantling texts and distinguishing different themes and concepts found in the data. This will be done in correspondence to discussion guide question. Potential trends and patterns strongly held or frequently aired opinions will be noted.

For quantitative data, it will be categorized under the subsections based on the objectives for the study. The researcher will focus on the preparation of data which involves editing, coding and data entry. After gathering the data the researcher will edit data by coding it. Data editing will involve clearing it up by detecting errors, omissions and correcting the responses to tally the information required by the research.

After editing data, the researcher will undertake the process of reducing the data by coding. Data coding involves assigning numbers or other symbols to answers so that the respondent’s responses can be group into a limited number of categories. These activities will ensure the accuracy of the data and their conversion from raw form to classified form that are more appropriate for analysis.

Quantitative data will be presented through: tables, pie-charts, line graphs and bar graphs. The representation will be either in a frequency distribution or graphically in form of histograph or frequency polygon, using the statistical package for social science (SPSS version 17) as illustrated by (Orodho, 2009).

3.9 ETHICAL CONSIDERATIONS

The researcher will acquire a letter of consent from the Dean School of Education, Makerere university seeking consent to carry out research in the sampled schools. (Kvale and Brinkman 2009) The interviews will be carried out by briefing participants before the interviews commence and debriefing after wards.

During the informed consent, the participants will be informed of the purpose of the research, the expected time of participation, the procedure to be followed and any benefits to the participants. The researcher will not at any point force any participant to participate in the study. Participation will be voluntary. For the confidentiality of information shared and anonymity of research participants, the researcher will build a relationship of trust and mutual respect with the research participants so that information can be shared without risk or harm to those concerned.

Confidentiality of the information shared will be assured and participants will be kept anonymous through the use of pseudonyms. All the data gathered will be used for research purposes only.

3.10 LIMITATIONS TO THE STUDY

These will be issues beyond the ability of the researcher to control that which may affect the internal validity of the study. Because of the short period of the time for the study and constrains of funds, the researcher has opted for cross-sectional study and data collected from the four schools at that time may not be followed longitudinally therefore making it difficult to estimate changes over time. The researcher will therefore recommend the future researchers to make a follow up of the changes that may take place as per the phenomena observed over time.

CHAPTER FOUR

DISCUSSION OF FINDINGS

4.0 Introduction

This chapter presents the findings of the study;

Findings on the gender of pupils

Source: Primary Data

The results indicates that majority of the pupils (52%) were male this shows that there is gender inequality in school attendance, while only 48% were female.

Findings on educational level of pupils

Source: primary data

The results in the study indicates that majority 34% of the pupils were in primary Four and only 23% were in primary seven.

This implies that most of the pupils donot finish primary seven, this is the reason were they were very few pupils in primary seven as compared to primary four.

Therefore the researchers’ topic was relevant in this study.

Findings if the pupil stays with Both parents

Source: primary data

The results from the table above indicates that majority (82%)  of the pupils assert that they stayed with Both parents, while only 17% of the pupils didn’t stay with Both parents.

This implies that most of the pupils could give the required information regarding the subject topic.

Therefore the researcher got information from a variety of respondents.

Findings on the person who takes care of the pupils

Source: primary data

The results from the table above indicates that majority 56% of the respondents, assert that they were taken care of by their mother and only 0.7% of the pupils were taken care of by their guardians.

This implies that most of the pupils were taken care of by their mother and only 0.7% were taken care of by the guardians.

The findings showing if the pupils get to school in time

Source: primary data

The results indicates that majority 74% of the respondents assert that they get to school in time and only 26% of the respondents hold the same view.

The findings showing Do children in your place

Source: primary data

The results indicates that majority of the pupils help their parents look for money this is indicated by a big percentage of  85%, these results shows that pupils are involved in fishing activities to help their parents.

Therefore the pupils are involved in fishing activities to help their parents take care of their families.

Findings on How often pupils attend school

Source: primary data

The results further indicates that majority 85% of the respondents assert that they attend school every day while only 7% of the pupils stated they attend school four days in a week.

Findings on if pupils absent themselves from school

Source: primary data

The results shows that 95% of the pupils stated that their absent themselves from school.

This implies that pupils absent themselves from school due numerous activities especially fishing and farming.

Fishing activities that the pupils are engaged in

Source: Primary Data

The results in the study shows that majority (26%) of the respondents assert that the pupils are engaged in the fishing activities while only 23% hold the view that they are involved in scaring away birds.

However the results also further indicates that children in the sub county also actively participate in activities like agricultures, 24%, and also 25% of the respondents stated that they participate into fishing activities.

This implies that the pupils in Kagwara Landing are involved in fishing activities rather than going to school this is the reason for low school attendance in the sub county.

Findings showing if parents help their children with school requirements

Source: primary data

The table indicates that majority 94% of the respondents assert that they help their children with school requirements.

The table above indicates that 65% of the parents stated that they help their children with school requirements and only 35% stated that they didn’t help their children with school requirements.

this implies that some of the parents leave their children to go for fishing so that the get school requirements, this was further supplements by the response from one of the teachers who stated most of these pupils absent themselves from school because of lack of school requirements son that they  got to the market and buy school requirements.

Common activities in the community that the children are involved in

According to the results in the study most of the respondents assert that pupils are engaged in many activities apart from only fishing, the interview shows that the parents say that children are also involved in domestic activities at home this affects their academic activities

This was hard from one of the parents who stated that;

“My children have to help their mother at home before they go to school, some of these home work involves washing plates, digging in the garden work and taking domestic animals to their Grazing points.

However another parent also pointed out that domestic work helps children to be good and mature people in future he stated that;

“Children if they don’t get used to work when they are young they may not be well brought people in the future”.

The results from the Interviews indicates that most of the children are involved in agriculture and fishing activities this was observed from most of the parents during the interviews this was specifically hard from one of the parents who stated that;

“Children have to do fishing activities to supplement the income at home , this will enable them to take care of their families in future and prevent lazy people from stealing and also this is the way our parents were brought and the way we are also  trained”.

The results from the interviews shows that most of the parents assert that children donot go to school often because of sickness, most of the parents also state that since their children sometimes fall sick they donot allow them to go to  to school.

The are a number of activities that children are involved in but fishing is not one of them , however agriculture is also widely practiced in the area and this also makes up one of the activities that children are involved in art home.

One of the parents stated that the most practiced activitiy is mainly agriculture specifically growing of crops this is because without the children labour it would be difficult for our families to survive.

“However activities like fetching water is mainly for children because when they come Back from school their mother is already tired and therefore he is unable to go to well and fetch water therefore children have to help”

Most of the pupils stated that they donot attend school regularly this affects their academic performance, this is view was shared by one of the parents who stated that “my child doesnot not have to attend school every day because he has to make money for buying scholastic materials”.

The level of poverty has affected school attendance in serere district, this was had from one of the parents who stated that if children donot go to fish in the Landing site they will sleep Hungry and school won’t provide to the food, therefore my children have to got to fish than to go to school.

However one of the parents further stated that if children are engaged in fishing activities they will be able to earn a living this cannot happen if children are involved in school.  

The results shows that most of the parents donot help their children provide them with the necessary requirements, this was stated by one of the respondents who stated that “my children work hard to buy for themselves books and pens because me and my work we donot have formal jobs were we can get from money”.

The study shows that majority of the respondents assert that most of the children are given a job of scaring birds/ animals away from Mukene drying on the rocks in the sun, this was further stated by one of the parents who stated that, it’s through fishing that my children get new clothes and they are able to afford scholastic material to help them in class room.

The findings from the interview showed that the offer of paid work provides an escape, and several of the study boys in school dropped out Of School to earn a living, this results indicated that pupils were always out of school in Serere district to able to earn wages which they later used to support their families this was also shared by one of the parents who stated that

This was stated by one of the parents in the school who stated that “children who have been involved in fishing activities have earned a lot of money therefore there is need to get engaged into fishing activities”.

The results further shows that due to abject poverty children flock to the beaches of Lake Victoria in search of work. He adds that most of children in the school participate in fishing activities, therefore fishing in these may areas not stop because children lack school fees and the only way to run away from poverty is by participating in fishing.

This view was also shared by one of the parents who stated that “the only I can put food in my table at home is by ensuring that my children go to the landing site and either work for some or fish themselves, since me and my wife we are sickly the only way we have is to let our children work”.

While another female parent stated that “I am single mother and it’s my children who go to fish and provide for my livelihood, therefore I cannot stop my children from fishing because this is the only way of living we have known ever since I was born.

The results in the study indicates that most of the parents are often called for meetings but most of them donot attend, this has affected pupils attendance because parents donot know the relevance of regular attending of school, this was specifically stated by one of the respondents who asserted that;

“I have no time to attend school meeting because am always busy and therefore I cannot waste my time attending school meeting”

The respondents asserted that children in these schools perform poorly and therefore they assert that relationship between school teachers and parents is imperative to achieve better performance of pupils.

The results showed that most of the parents were involved in fishing activities therefore they also influenced their children to do it so that they are able to earn a living

Measures taken to check on learners’ absenteeism by

Source: primary data

The results indicates that majority 39% of the teachers assert that they give learners exercises and only 36% of the respondents assert that punishing absentees is one of the measures taken to punish absentees.

This implies that teachers give learners exercises to enable them attend school regularly.

The study indicates that 25% of the respondents assert that advising learners’ is essential in ensuring that learners attend school regularly.

Teachers further stated that they used class registers to ensure that they keep track of attendance of pupils in schools however those who were found to not have attended class regularly were also punished,

This helped teachers reduce on absenteeism in class because some of the pupil were scared of missing class and therefore took education seriously.

Some of Teachers stressed that they roll call in class every day and mark those who are absent and therefore pupils who were always were absent were  punished and warned not to be absent from school, the teachers stressed involved ensuring that they give tests by surprise and also making them work in the school gardens.

According to the response from most of the Teachers the teachers always advised parents not to let their children miss school and therefore they encouraged parents to let their children come to school regularly and avoid missing school.

The teachers stressed that they advised learners to take school seriously so that they avoid absenting themselves from school and they also shared the same with the parents of the pupils who they taught of the benefits of Education to their children and how education will help their children be able to be proper citizens in the society.

The teachers also advised learners to be able to understand the benefits of Education and work hard in school, this will help them in achieving a good quality of life and help them be better citizens who the country can rely.

 TO FIND OUT THE FISHING ACTIVITIES THAT THE PUPILS ARE ENGAGED IN.

Remedies teachers do to improve on their academic assessment

Source primary data

The results in the study indicates that majority of the respondents assert that giving regular assessment to pupils help to improve on performance, 18% of the teachers give pupils them home work, 21% grouping learners.

This implies that teachers punish learners by giving them regular assessment to enable them avoid poor attendance. Therefore teachers give pupils regular assessment to prevent from absenteeism.

The fishing activities influence the level of attendance of the pupils in the primary schools.

Findings on the reasons pupils give for absenting them selves

Source: primary data

The results shows that majority 38% of the respondents assert that lack of books and pens is the main reason pupils give for absenting themselves, while only 6% of the respondents assert that Babysitting young ones is the main reason why pupils absent themselves from school.

Most of the teachers absent themselves from school because they have to help their parents with digging so that they are able to provide for the family the parents of the children also stressed that their children have to learn how to dig when they are young so that they can take care of their families.

The teachers stated that due to poverty most of the pupils miss school because they cannot afford to buy scholastic materials like pens and Books; this has affected attendance in these schools and led to poor academic achievement of pupils in these schools.

However most of the parents stated that their children stay home to baby suit the young one because their mothers are  busy with garden work , this has therefore further worsened the pupils school attendance and affected their academic achievement in schools.

One of the parents during the interviews stated that cattle keeping and fishing is one of their main economic activities and therefore their children have to participate in these activities

“My children have to study for only 3 days a week because they have to help with fishing for food at Home and also help me with looking after cattle keeping”.

However one of the community leaders stated that

“Most of the parents in this sub county are low income earners and therefore children working in fishing activities are necessary to support their parents”.

In addition to this another community also stated that most of the parents cannot afford books and pens therefore pupils miss school because they cannot afford these since the teachers chase them from class room because of lack of books and pen.

While most of the female parents also further stated that the female pupils help them at home with domestic chores especially the young babies, during the interview a female parents specifically stated that;

“my young daughter has to be with me at home to help me take care of the young baby as am looking for food in the gardens, so when he goes to school I have no one to help me apart from her , therefore he has to first stay at Home because no one is there to help me when she goes to school.”.

INFLUENCE OF FISHING ACTIVITIES ON SCHOOL ATTENDANCE.

Source: primary data

The results from the study indicates that majority (30%) of the respondents assert that little attention is paid by learners at school , this is because the parents donot the value of education , the results also indicates that due to illiteracy most of the parents also tell their children to miss school because they donot value education.

Findings on How often the teacher conducts assessments to prevent pupils from absenting themselves from schools.

Source: primary data

The results from the table above indicates that majority 74% of the teachers stated that they they carried out assessments weekly for  pupils who were absent and only and only 3% carried out assessments at the end of month.

These results indicates that most of the pupils were always absent and therefore each end of week a teachers carried out an assessment to find out if the pupils had mastered the information that they hard been taught.

Most of the pupils had at least one day of absenteeism from class and that is why the teacher therefore had to set exams for them.

TO FIND OUT HOW THE FISHING ACTIVITIES INFLUENCE THE LEVEL OF ACADEMIC ACHIEVEMENT OF PUPILS IN PRIMARY SCHOOLS.

Findings on Teachers and Head teachers’ response on academic performance of pupils

Source: primary data

The results from the table above indicate that majority (43%) of the teachers and Head teachers stated that the pupils performed poorly in class and only 14% stated that the performance of pupils was poor.

The results implies that poor performance of of pupils is due ton absenteeism from school, this was mainly because the pupils did not attend school regularly and therefore when they came to school during assessment they could not answer the questions asked by the teachers.

Findings in the study shows that for the pupils to perform well in class they need regular attendance in class.

However during the interviews with the parents one of the parents stated that

“My son has been helping me fish to raise money for the medical bills of the mother therefore I am not concerned about his academic performance because he is already helping me out”.

Most of the community leaders during the interviews also pointed out that pupils don’t attend class room lessons because they busy working this has made the schools in the sub county to perform poorly.

Measures taken to improve on school performance

Source: primary data

The response from respondents indicates that majority of the respondents hold the view that calling parents for meeting is essential in enhancing performance they believed that if they call parents for interviews they will be able to community on the parental weakness which has been observed as the main cause of poor performance in schools.

The study shows that majority of the respondents also hold the view that giving out remedial lesson by the teachers helps in improving academic performance of pupils.

However in line with this most of the teachers stated that the give pupils tests weekly to check on their poor performance and help them improve.

Measures undertaken to improve on pupils academic performance

Source: primary data

From the results the findings shows that majority of the teacher’s and school administrators stated that mobilizing parents and educating them on the benefits of Education is essential in improving the performance of pupils in schools , these results further shows that use of stake holders is essential in ensuring that is improvement in performance of pupils in schools.

Documentary Analysis

The results  above indicates that most of the pupils don’t attend lessons, the level of absence in schools is also very high from school this shows that most of the pupils don’t attend lessons as required by the law.

However the results further indicates that the pupils in primary seven were the most hit on

SCHOOL AB DOCUMENTARY ANALYSIS

Source: primary data

The results from the table above indicates that the population of pupils in primary seven is low as compared to other classes, this is shown by the fact that there are only 46 pupils in primary seven and 188 pupils in primary seven , this indicates that also most of the pupils donot finish school as a result of absenteeism because the higher the class the lower the number of pupils as indicated in the table.

Pupils school attendance for the last two weeks

Source: primary data

The results indicates that there is high level of percentage of pupils who were absent from school, this indicates that parents did not pay enough effort in ensuring that the pupils attend school this poor attendance levels of school by pupils is explained by the fact that there is high levels of illiteracy among the people in these sub county of Kagwara sub county.

Documentary analysis for maim primary school

Findings on the percentage of absenteeism

The table above indicates that majority (37%) of pupils in P.4 were absent , while non of the pupils in primary seven was absent , these results indicates that pupils in primary seven view education as serious and the4refore they feel committed to education this can be viewed by the fact  that from primary four the percentage absenteeism has been declining.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION OF FINDINGS

5.0 Introductions

This section presents discussion, conclusion and recommendation of findings in line with study objectives;

5.1 Discussions of findings

5.1.1 Fishing activities that the pupils are engaged in

The results shows that majority of the pupils in Kagwara Sub County are involved in fishing activities, this is also in line with (Owusu, 2009) who states that traditional fishing is still basically conducted along the ancient patterns of hunting the wild living stocks in water as nature provided them he further states that Children undertake a variety of fishing related activities which are age and gender-specific. Fishing jobs are related to the type of fishing undertaken, such as hook, trap, line or net, and involve time spent on the lakeshore fishing; on the water fishing or paddling. When the fishing station is of lower capacity, some of these processing works are done at home. They include sorting, washing, salting, fish drying/smoking, stocking in baskets/bagging for sale; at the landing site supervising boats, nets, fishermen and the catch; mending nets at home; and processing fish while (Westway, Barratt, & Seeley, 2009), further states that young children are often given the job of scaring birds/ animals away from Mukene drying on the rocks in the sun; upper primary schoolchildren often spend considerable time engaged in fishing-related activities: boys fish on the lake and load fish at the landing site, which are paid jobs, and girls are involved with Mukene processing for the household, which is unpaid work; male school dropouts often migrate inter and intra-lake as fish laborers.

In Kagwara landing site Serere district pupils are also engaged in fishing activities like loading and off loading to enable their families have food for survival, this shows that the pupils contribute to the livelihood of their families and also this helps pupils get money for food and purchase of their scholastic materials , this view is also shared by (King, 2013), who states that fishing consists of integrated activity directed towards fish production. Fishing activities are concentrated mostly at places called fishing station. A fishing station is a special type of site located on streams, lakes, oceans beaches, or their banks where fishing activities are carried out. Such activities include net mending, removal of fish from nets, selecting/sorting of fish according to their sizes, repairing of fishing boats, setting and re-setting of nets.

The pupils in Kagwara landing site don’t value education since fishing related activities has been the way of life for their ancestors for long this has therefore made them to pay more respect to fishing than any other activity.

The results in the study shows that the children from Kagwara sub county have the responsibility of taking care of their siblings, this has been found out to be because of little attention that the parents put in education and also mainly because they donot know the value of education this view is shared by Ojwang’ (2000) who points out that because of abject poverty children flock to the beaches of Lake Victoria in search of work. He adds that most of the pupils from school to participate in fishing activities. These children are involved in loading and off-loading fish merchandise from boats into Lorries. The Nile perch, a fish species commonly caught in Lake Victoria is normally very heavy. Fishing activities take place from dawn to evening and pupils usually participate in them in the morning before going to school.

The study shows that poverty has affected pupil’s attendance in school and affected their performance this view is shared by Drusilla and Alan (2002) who states that Poverty and lack of employment or partial employment and illiteracy among parents/guardians have given birth to majority of child labour problems.

 5.1.2 Influence of fishing activities on school attendance

The results from the study indicates that majority of parents and pupils pay little attention to studies this is also contradicts with  Ray and Lancaster (2003) who states that School attendance is of utmost importance for children to be able to reach their potential and become economically productive and engaged citizens. School attendance is not merely an issue of fairness and equality. It is an issue of practicality, the pathway to economic and social development. Children are the country’s next generation of adults. If they are not educated, future generations are undermined. Moreover, education is fundamental human right provided for in articles 28 and 29 of the United Nations Convention on the Rights of the Child.

He further states School attendance is a vital administrative record necessary in all the public primary schools in the State. It is recorded by taking the number of pupils‟ attendance multiply by the number of school days of the week and divided by the number of children in class. School attendance can be “habit forming” in the sense that, ceteris paribus, the more schooling experience a child gets the less likely that she/he will drop out of school.

The findings from the study also indicates that most of the parents are illiterates are therefore they donot know the benefits of Education this is view is further explained by Onomodeke (1995) who observed that for a pupil or student to be successful in his or her academic performance, the pupil has to be regular in school, face learning problems squarely, avoid late coming to school and he or she should consult with the teacher, while Yap (2003) pointed out that a child who attends school more frequently may influence the amount of knowledge he or she gains. However, the more the school attendance the less time a child has on labour activities.

Alan (2002) explained that children are engaged in child labour because of new technology, household dynamics, culture, market, and political failure which determine the labour force participation rate and educational attainment of young children.

5.1.3 To find out how the fishing activities influence the level of academic achievement of pupils in primary schools.

The results from the study shows that teachers and Head teachers stated that the pupils performed poorly in class, this shows that because of fishing pupils have not been able to have enough time and study to pass their course in their respective primary schools, this is also in line with (Ray and Lancaster, 2003) who states that School attendance is of utmost importance for children to be able to reach their potential and become economically productive and engaged citizens. School attendance is not merely an issue of fairness and equality. It is an issue of practicality, the pathway to economic and social development. Children are the country’s next generation of adults. If they are not educated, future generations are undermined.

The poor performance among pupils in Kagwara sub county indicates that the pupils have not been given good attention and support by the teachers this shows that parents have tio learn to pay attention to pupils as advocated by Onomodeke (1995) observed that for a pupil or student to be successful in his or her academic performance, the pupil has to be regular in school, face learning problems squarely, avoid late coming to school and he or she should consult with the teacher, however yap also further contends that Yap (2003) pointed out that a child who attends school more frequently may influence the amount of knowledge he or she gains. However, the more the school attendance the less time a child has on labour activities.

While (Pascopella, 2007) further states that attendance in school is important because students are more likely to succeed in academics when they attend school consistently It is difficult for teachers and students to build skills and progress if large numbers of students are frequently absent. School attendance is a vital administrative record necessary in all the public primary schools in the State. It is recorded by taking the number of pupils‟ attendance multiply by the number of school days of the week and divided by the number of children in class. School attendance can be habit forming in the sense that, ceteris paribus, the more schooling experience a child gets the less likely that she/he will drop out of school.

The document analysis shows that there is poor performance among those pupils who don’t attend school daily this has been evidenced by the fact that most of the pupils did not attend school regularly therefore this led to their poor performance.

5.2 Conclusion

Parents encourage absenteeism from school because they donot value education this has made most of the absenteeism from school to be high from both primary four to primary seven , however this is also accelerated by poverty in the area because the parents cannot afford to acquire the basic needs of life themselves therefore they ask children to help in the provision of labor for survival at home.

Most of the teachers had not bothered to explain to the pupils the value of education this had also led to poor class attendance in schools by the parents.

The schools in Kagwara sub county face absenteeism because the parents don’t attend the meeting in schools this has kept them ignorant of the different ways of keeping their children to school and also the roles of education to their children in schools.

5.3 Recommendations

The study recommends that the pupils should be provided with scholastic materials so that they are able to come to school daily this will specifically address the challenge of absenteeism because most of the children miss school because they lack books and pens.

The study also recommends that the pupil’s should be trained well so that they have enough knowledge regarding the benefits of education to their life.

The study also further recommends that there should be strict laws banning children from fishing activities so that they are able to attend school.

Parents should also be advised to send their children to school instead of withdrawing them from schools because of fishing activities.

REFERENCES

AUMA, O. G. (2016). INFLUENCE OF FISHING ACTIVITIES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN RACHUONYO NORTH SUB-COUNTY, KENYA. SCHOOL OF EDUCATION, UNIVERSITY OF NAIROBI.

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Bowles, S., & Gintis, H. (2011). Schooling in capitalist America: Educational reform and the contradictions of economic life: Haymarket Books.

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Bronfenbrenner, U. (2009). The ecology of human development: Harvard university press.

Collins, C. S. (2011). Higher education and global poverty: University partnerships and the World Bank in developing countries: Cambria Press.

Dembo, R., & Gulledge, L. M. (2009). Truancy intervention programs: Challenges and innovations to implementation. Criminal Justice Policy Review, 20(4), 437-456.

Divakarannair, N. (2007). Livelihood assets and survival strategies in coastal communities in Kerala, India.

Galloway, D. (2014). Schools & Persistent Absentees: Elsevier.

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Goldin, C. D., & Katz, L. F. (2009). The race between education and technology: Harvard University Press.

Guloba, M., Wokadala, J., & Lawrence, B. (2010). Does teaching methods and availability of teaching resources influence pupil’s performance?: evidence from four districts in Uganda.

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7), 798-812.

Ife, J. (2012). Human rights and social work: Towards rights-based practice: Cambridge University Press.

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it: ASCD.

Kennelly, L., & Monrad, M. (2007). Easing the Transition to High School: Research and Best Practices Designed to Support High School Learning. National High School Center.

King, M. (2013). Fisheries biology, assessment and management: John Wiley & Sons.

Kochito, W. (2013). Factors Affecting Male and Female Students English Language Achievement Result: the Case of Grade 11 Students in JUCPS. Jimma University.

Koledade, O. A. (2009). Differentials in school attendance in South Africa: a household situational analysis across the provinces.

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APPENDIX 1

QUESTIONNAIRE FOR THE LEARNERS

Please help complete this questionnaire; your responses will be kept confidential since the questionnaire is anonymous.

1. Sex of the respondent

• Male
• Female

2. In which class are you?

• 4
• 5
• 6
• 7

3. Do you stay with both parents?

• Yes
• No

If No, whom do you stay with?

• Mother Father
• Relative / Guardian
• Non – relative
• Siblings / sisters/ brothers

4. (i) How far is your home from school?

…………………………………………………………………………………………

(ii) Do you get to school in time or not?

Yes                            No

(ii) If not, what makes you come late?

…………………………………………………………………………………………

5. What activities do your parents do to earn a living?

…………………………………………………………………………………………

6. (i) Do you help your family look for money to earn living?

Yes                            No

(ii) If so, what exactly do you do to get the money?

…………………………………………………………………………………………

7. (i) Do children in your place go to the lake shores?

Yes                            No

(ii) If yes, what activities do they participate in at the lake shores?

………………………………………………………………………………………

8. How often do you come to school?

• Everyday
• One day in a week
• Two days in a week
• Three days in a week
• Four days in a week

9. Do you absentee yourself some days?

Yes                                           No

10. Do your parents help you with school requirements and school activities?

• Yes
• No
• If yes, what is that they always help you with?

1. …………………………………………………………………………………………..
2. …………………………………………………………………………………………..

• If not, what don’t they help you with?

1. …………………………………………………………………………………………..
2. …………………………………………………………………………………………..
3. At school do you do some tests in your class?

Yes                                         No

• What is the least mark you have ever got? ………………………………..in…………………
• What is the highest mark you have ever got? …………………………..in…………………..
• Do your teachers give you homework?

Yes                                               No

12. (i) What subject do you like most?

English

Mathematics

Science

Social Studies

(ii) Why do you like it most?

• Do your teachers give you tests?

13. How did you perform last term?

• English ……. (ii) Maths …..         (iii)   Science ……… (iv)         SST ……..

14. What do you think would be done to make you attend school regularly and achieve well in class? ……………………………………………………………………………

THANK YOU

QUESTIONNAIRE FOR THE CLASS TEACHERS.

The purpose of this questionnaire is to collect views regarding pupils’ school attendance and their academic achievement. Your contribution will help make informed decision on how to improve on learners’ school attendance and also their academic achievement. The information you give will be kept confidential. Your co-operation and contribution towards this research is highly appreciated.

Sex; Male               Female

Class taught ………………………………..Qualification…………………………………….teaching experience………………

1. What common activities in the community are children here involved in?

………………………………………………………………………………………………

1. When do they participate in such activities?………………………………………………………………..
2. What is the attendance rate in your class?…………………………………………………………………..
3. (i) Do you normally share with pupils about their absenteeism?…………………………………………………………………………………………………………..

(ii) What reasons do your learners give for absenting themselves from school?……………..

………………………………………………………………………………………………

1. As a class teacher, what measures do you take to check on your learners’ absenteeism and also to encourage them attend school regularly? …………………………………………

……………………………………………………………………………………………………………………………..

1. (i) How often do your administrators supervise your lesson preparation and delivery? ………………………………………………………………………………………………………….

• What are your strengths? ………………………………………………………….
• What are your weaknesses? ………………………………………………………..

1. What kind of assessment do you conduct in your class?……………………………………………….
2. How often do you conduct it? (i) Daily            (ii) Weekly              (iii) Topically               (iv) End of month              (v) End of term.
3. How do learners achieve in the assessment given? ………………………………………

………………………………………………………………………………………………

1. What remedies do you apply to improve on their academic achievement?…………………….   ………………………………………………………………………………………………

THANK YOU FOR YOUR CO-OPERATION.

INTERVIEW GUIDE FOR THE PARENTS.

1. (i) How many children do you have in this school?……………………………………………………..

(ii) What classes are they in?…………………………………………………………………………………….

1. How long have they been in this school?……………………………………………………………………
2. What do you do to earn a living?……………………………………………………………………………….
3.  What activities do your children help you do at home?………………………………………………
4. (i) Do you send your children to school regularly?

Yes                                                      No

(ii) If not why?………………………………………………………………………………………………………..

1. (i) Do you visit your children at school to monitor their regular attendance and academic progress?

Yes                                                      No

(ii) If yes, how often? ………………………………………………………………………

1. What reasons make your children absent from school?………………………………………………..

……………………………………………………………………………………………..

1. (i) How often are you invited for class level meetings at school?…………………………………..

(ii) What issues do you normally discuss in those meetings?…………………………………………

……………………………………………………………………………………………..

1. (i) Do teachers give your children some homework?

Yes                                                      No

If yes, how often?………………………………………………………………………….

• Do you help them work it out? …………………………………………………..

1. What scholastic materials and school requirements do you provide your child with?

……………………………………………………………………………………………

1. Generally how are your children performing in their classes? ………………………….
2. Is there anything else you would like me to know about your children and the school?

Thank you for your co-operation.

INTERVIEW GUIDE FOR THE COMMUNITY LEADERS

1. What activities are commonly carried out in your community?…………………………..……
2. Do these activities have any influence on the learners school attendance?

If negatively, how?……………………………………………..…………………………

3. What do you do as a stake holder in influencing the learners school regular attendance?

……………………………………………………………………………………………

4. What is the community’s response in encouraging the pupils to attend school regularly?

……………………………………………………………………………………………

5. (i) Does the community attend school meetings?……………………………………………………………………………………………………………

• What do you discuss in those meetings? …………………………………………..
• As a community leader, do you normally mobilize other stake holders to implement what is agreed on in the meetings?Yes       No

If yes, how?……………………………………………………………………………………………………………

• In your community are there some;
• People who have excelled in education, or are education achievers?…………………………………………………………………………………………………..

If so, give some examples…..……………………………………………………..

• Some of these education achievers are old boys/ old girls of the school, do you invite them to talk to the learners? (Career guidance)……………………………..
• How do children in your community achieve academically?

………………………………………………………………………………………………

• Are the learners motivated to achieve well in their education

Yes                                                                 No

If yes, how?…………………………………………………………………………………………………………….

• Generally, how is the educational achievement of your school?

………………………………………………………………………………………………

QUESTIONNAIRE FOR THE SCHOOL ADMINISTRATORS                                                            The purpose of this questionnaire is to collect views regarding pupils’ school attendance and their academic achievement. Your contribution will help make informed decision on how to improve on learners’ school attendance and also their academic achievement. The information you give will be kept confidential. Your co-operation and contribution towards this research is highly appreciated.

Type of school (i) Boys Only             (ii) Girls Only               (iii) Inclusive

Location of the school…………………..Position held in school …………………………………

1. What activities are mostly carried out by people in this community?……………………………

……………………………………………………………………………………………..

2. Which activities are the school children involved in? …………………………………….

……………………………………………………………………………………………..

3. How have these activities influenced the learner’s school attendance?

………………………………………………………………………………………………

4. How have those activities influenced the teachers’ coverage of the curriculum?

………………………………………………………………………………………………

5. What tools do you use for monitoring the attendance of teachers and pupils in the school

………………………………………………………………………………………………….

6. Which classes are most affected by irregular attendance? ………………………………… …
7. On which particular days are learners most irregular at school?…………………………………………
8. What are the common reasons for their irregular attendance? ………………………………..

………………………………………………………………………………………………….

9. (i) Do you invite parents for class level meetings?

Yes                                                                  No

(ii) How often? ………………………………………………………………………………..

• What major issues do you discuss? ……………………………………………………

10. (i) How often do you conduct support supervision on your teachers? …………………

(ii) What is your general overview about the teachers scheming, lesson preparation and delivery?………………………………………………………………………………………………………………….

11. As the school administrator, what measures have you put in place to encourage the learners’ regular school attendance?……………………………………………………………………………………………
12. What kind of assessment do your teachers administer to the learners? ……………………….
13. What measures have you taken / put in place to improve on academic achievement in the school?………………………………………………………………………………………………………………………..

Thank you for your cooperation