Name : Petagay Sewart

Subject : Sociology

School : Seaforth High

Date : March 10,2015

Registration Number :

Teacher : Mr. Rose

Center number :

*In partial fulfilment of CAPE Internal Assessment*

TABLE OF CONTENT

Section 1

Intoduction………………………………………………………………………………1

Statment of problem…………………………………………………………………2

Aim and objective…………………………………………………………………....3

Literature review……………………………………………………………………….4-8

Section 2

Research question………………………………………………………………………9

Sampling…………………………………………………………………………………….10

Data collection……………………………………………………………………………11

Section 3

Presentation of data………………………………………………………………….12

Analysis of data…………………………………………………………………………13

Disscussion of finding……………………………………………………………….14

Conclusion………………………………………………………………………………..15

Biolography………………………………………………………………………………16

STATEMENT OF PROBLEM

What are the measures that have been put in place to help reduce the absence of student at the seaforth primary school.

How does seaforth primary school reduce absence amoung student. What are the factors that has contributes to the learing of student at

seaforth primary school?

LITRETURE Review Seaforth Primary School located in Seaforth, St. Thomas, was started by the Methodist Church in 1899 with an enrolment of 33 students. The school’s enrolment has been declining in recent years, with the figure moving from

960 in 2003, to 521 in the last academic year. The current enrollment figure is 478, comprising 260 boys and 218 girls. It is believed that this decline in the

student population is due mainly to the state of the physical plant, and the school’s poor performance in national tests and assessments. The majority of parents are unemployed, while several are self-employed, relying mainly on farming and vending. A few are employed at the nearby Serge Island Dairy

farm and the Canco Ackee Canning Factory, while others are engaged in other professions, including nursing. In many cases, parents are unable to provide needed materials to support their childrens’ learning and some show little interest in their academic performance. Most of the school’s intake is from

early childhood education centers located in the town. Others are from neighboring communities of Soho, Whitehall, Middleton, Hillside, York,

Danvers Pen and Trinityville. Students entering the school usually perform below the national average in the Grade One Readiness Inventory. Some

students are heavily dependent on assistance for school materials and meals and, there are 320 on the PATH programme. School Satisfaction Survey .The

National Education Inspectorate (NEI), as part of its inspection process, analyzed responses to questionnaires issued to a sample of parents, teachers and students. Forty parent, 145 student and 19 teacher questionnaires were returned. Most parents and students are satisfied with the school and believe that it is well led. Both parents and students are proud of the institution and agree that teachers encourage students to work hard. Only about half of the

students and parents are satisfied with the student behoviour.Leadership has a consultative style of management and is committed to improving the

academic performance and social development of students. There is awareness of, and concern for the school’s weaknesses. Plans have been

developed and some already implemented to improve teachers’ skills and the learning environment. The Board members provide adequate guidance and support. Relations with parents and the community are good. The school’s

performance in all national examinations in both English and mathematics has been below the national level. While the gap has narrowed in all areas of Grade Six Achievement Test (GSAT), with communication tasks being the same as the national average in the past year, there is still much room for

improvement in Grade 4 literacy and numeracy. The use of the Revised Primary Curriculum (RPC), programmes to enhance curriculum delivery, is limited to reading. The low performance and slow progress in mathematics

have not yet been addressed by the recently established curriculum committee. The school provides a variety of extra-curricular activities to

foster learning and social development. Most teachers display a good grasp of content and select appropriate strategies to suit different lessons. Some

regularly reflect on the impact of their teaching. Well-structured plans guide most lessons and many classes come alive with the use of various resources.

There is continuous assessment during the delivery of most lessons. Most students participate in class activities and demonstrate their understanding of

concepts taught. From the department of education and the RT Hon Michael Grove MP. Primary school absence government adviser 16, April

2012 .Evidence shows that as children move through the school system from primary school onwards, the number of children who are persistently absent

grows-most significantly in the final years of school. By the time children have reached their mid teens it becomes more difficult for parent to get them to attend. Much of the work, these children miss when they are out of school

never made up, leaving them at a considerable disadvantage for the reminder of the school career. The majority of the children whose parents are taken out

of court for poor attendance are in years 10 and 11 but by this time it is too late to solve the attendance problems. Currently there is no nationally

collection data on children’s attendance in nursery and reception, as school is not mandatory at this age .This means school is not held account for pupil’s

attendance until they reach the age of five. Many Schools do not take measures to improve attendance until pupil reach statutory school age, but this is

already too late .Children with low attendance in the early years to come from the poorest backgrounds. These children are likely to start school already behind their peers, particularly in their acquisition of language and their

social development Charlie Taylor has called for:

The government to publish data on attendance in reception along with local averages and this considered when ousted inspects.

Primary school analyses their data on quickly pick up on children who are developing a pattern of absence.

Primary schools focusing on supporting parent in nursery and reception who are failing to get their children to school.

What can the government do to reduce the absence of student at the primary school level? Towards university Education. Published by Global Urban development high levels of enrolment and longer, retention in school can be stimulated in three(3) ways focusing on specific interactions to reach out-of-school children, increasing the educational opportunities(formal, non-formal) for girl and women, and increasing access to post-primary education. All of these approaches take into account the powerful demand- side influences that affect the propensity of parent to send their children to school. Reaching out-of-school children will take special efforts beyond what is typically thought of as scaling up. Expanding to and completion of primary schooling implies children from households at margins. Most of the roughly 104 million schools-age children who are not attending school are poor and have parent who are uneducated and illiterate. In all countries poor children are less likely to start school, more likely to drop out and more likely to engage in child labor or domestic chores that keep them from schooling .In most countries, girl likely to be in school than boys. Universalizing primary school cannot be achieve without addressing the specific reasons that poor children and girls do not attend school, repeat grades and, drop out. Some intervention target getting poor children and girls into school an keeping them their by making school affordable, reducing the direct costs for each children, and compensating of the added opportunity cost for girls other measure do so by increasing demand for schooling though such measure as conditional cash transfers and school feeding and health programs. Schooling feeding programs this disproportionately benefits poor children by creating incentives to enroll in and attend school and by improving health, attentiveness, and capacity to learn. Offering meals at school is an effective way to encourage children who are poor and chronically hungry to attend classes.

TOPIC:

This is an investigation into the seaforth primary school and how it affects the student performance.

INTRODUTIONSeaforth primary school has been contributing tremendously to the community of seaforth and the surrounding communities for many years.

Therefore they are often recognized for their outstanding performances over the years, for student to be absent at seaforth primary school this means they will have improve on this problem by seeking what’s the problem is and find a solution to solve this problem, however student are being absent for various reasons and this pose a problem for the academicals performance. Student face a major challenges when they do not attend regularly also this has a bad influence on their attitudes towards learning in high school.

ACKNOLWEDGEMENTFirstly I would like to thank god for giving me the strength the knowledge and the courage in the completion of this project .and also I would like to thank my

teacher Mr. rose for his help and his cooperation throughout this project. I would like to thank the grade 6th student and teacher at the seaforth primary school for their assistance in answering the questionnaire that which was needed for the project to be completed.

AIMS AND OBJECTIVES How do the absent of student impact on their GSAT performances.

What can the government do to improve on the absence of the student of the seaforth primary school?

What can be some solution towards the absent of student.

QuestionnaireDEAR, RESPONDENT

My name is PETAGAY STEWART; I am a sociology student currently in lower six at the seaforth high school. I am conducting a research into the seaforth

primary school and how the absentee of student at the seaforth primary school has impacted their performances. Please note that you don’t have to give your name, so what you say will be kept confidential.

Please put a tick in the box that is provided.

1. What is your gender?

Male Female

2. To which family group do you belong to?

Nuclear Sibling house hold

Extended family

Single parent

3. How long have you been a resident in the seaforth community?

5 years 10 years

More than 15 years

4. What are some factors that has contributed to the absent of student at the Seaforth Primary school?

Poor family support

Lazy and refused to go to school

Denied an early childhood education

5. What are some other causes that can lead to absence of student?

Parent migration family problem

No financial support

6. To what age group do you belong to?

10-12 13-15

Older

7. Do you believe that crime affect the absence of children going to school?

Yes No

8. What maybe some disadvantages that will affect a child who has been absent?

They learn less they miss out on a lot

Their grades are normally low

9. What effect does absence have on the student behavior?

Pay less attention in class

Been very disruptive within class

Often occupied doing nothing

10. How does a student been absent affect their performances?

The school is ranked below average

The school often gets less support

11. Do you believe that parent/guardian plays a key role in helping to reduce the absent of student?

Yes No

12. What else do you think can be done to help reduce the absence student?

Recommend them to the PATH program

Keep regular meeting with the parents

Advising the parents not to stop send the child

13. What are some other causes of been absent?

The child is often sick

Stop because of disability

Others

ANALYSIS OF DATAIn examining the effect of absence on student behavior in fig 1 majority of respondents 40% believe that they are been very disruptive within the class. Thirty five percent shows that they often occupied doing nothing, while twenty five percent shows 25% that they pay less attention in class.

Fig 2. Has highlighted the factors that have contributed to the absence of student at the seaforth primary school. Forty seven percent 47% believe that they were denied an early childhood education, thirty seven 37% had poor family, only seventeen percent are lazy and refuse-to-go-to school.

As it would have related to the disadvantages fig 3 shows the affect it has on the children who have been absent. Forty five percent 45% they learn less, thirty four percent 34% they miss out on a lot and 30% their grades are normally low.

Fig 4 shows the other causes that lead to the absence of student. Twenty five percent 25% had family problem, thirty percent they had no financial support and forty five percent 45% their parent migrated

DISCUSSION OF FINDINGS

“In society education is the key towards success” and when a child is persistently absent from school it grows must significant in the final years of school ,and evidence shows that the researcher had discover that the effect that, absence have on student behavior, a majority of 40% believe that they are been very disruptive in class. Being absent is a disadvantage for a child by the time the child miss out and will never be able to make up for the time he/she lot. Now days there are other causes for a child to be absent. For my opinion, there are three main reasons that are the children to be absent. In today society, such as family problems, have no financial support and there parent have migrated. Leaving them with other parent s or family member.

According to an online article the high-level of enrollment and longer retention in school can be stimulated in their ways they should focused on a specific intervention read-out –of- school children. Increasing the educational opportunities (formal and non-formal) and access to post-primary education. “Hence that the student who are mostly been absent are the ones who is of the poorest background” .therefore the factors that has contributed to the absences of student at the seaforth primary school is believed to be that they were denied an early childhood education this is a setback for the student. if the government implements more programs like the school feeding program this will help to reduce the amount of children been absent at the seaforth primary school .

CONCLUSIONThe absence of student is growing tremendously and it is up to us has a society, parent, individuals and the school body to help to reduce the absence of student rate. For any school to be developed and successfully they must have a greater number of attendance that will enhance productivity. Much more is needed to be done to decrease the absent rate and to address the specific reasons that the children who cannot afford school.

REASEARCH DESIGNIn this research design information was carefully analyses and was being studied by me, it had a variety of source from which the information was retrieved. However, the sources have provided some valuable information on this topic that was being reached on the different views and also these sources help to broaden the knowledge, this which included the books, the internet, and newspaper article the questionnaires.

The internet provided a good source of information and terms which was being used carefully and very useful points to rely on. Other sources related tremendously to these issues are of great benefit. In addition the questionnaires a was used to collect information. In which a choice was made due to the fact that it is much easier to administer also it is less costly and in which it does not consume a lot of time.

SAMPLINGFor I have choosen to use a random sampling to gather information on a specific area being studied. The questionnaire was to gather information through a system of sampling selection that would surely be useful for analysis. And a total of 25 questionnaires were given to individuals, an estimated that over a hundred students was going to the seaforth primary school. And both males and females of a varied age, for this help effectively to collect information.

Fig.4

The clustered cylinder showing some cause twenty five percent had family problem, while thirty 30% they had no financial support and forty five percent 45% parent had migrate.

family problem parent migrated had no financial support

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

The clustered cylinder showing other cause that can lead to the absence of student

Series 1

They lern less They miss out on a lot Their grades are normally low

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

The virtical line graph reflect the disadvan-tages that will affects the child who has been

absent

Series 1

Fig 3

The figure showed that forty five 45% of the student they learn less, thirty four percent 34% they miss out on a lot, thirty percent 30% their grades are normally low.

poor family support37%

Denied an early childhood education

47%

lazy and refuse to school17%

The pie chart showing the factors that has con-tributed to the absence of student at the seaforth

primary school

Fig2.

In this graph it illustrates the measures geared towards the wider community that 37% had poor family support along with 17% are lazy and refuses to go to school, and 47% believe that they were denied an early childhood education.

25%

35%

40%

The pie dividing chart showing the effect of absence on student behaviour

pay less attetion in classoften accupide doing nothingBeen very disruptive in class

Fig.1

This shows the effect that absence had 25% hadsaid that they pay less attention in class. 35% shows that they often occupied doing nothing , while the majority of the respondent 40% thought they are been very disruptive within class.