The Effects of Socio Economic Status on Class Attendance on Students in Perth - Example

Action Learning Plan: Do the absenteeism rates during NAPLAN differ between high socio economic schools and low socio economic schools in Perth? Abstract This paper presents evidence on the effects of socio economic status on class attendance on students in Perth. Australia’s school system is among the better performing systems in the world. Studies have paid significant focus on the degree to which absenteeism correlate with social class differences in academic progress. This report seeks to analyze the relationship between links associated with student’s social class and their absenteeism in class during NAPLAN test. Introduction Absenteeism entails the persistent, habitual, and unexplained absence from school (Bond, 2004). Bond noted that chronic absenteeism occurs when a student is absent without reason 20% or more of school time; without considering the particular reasons of the absenteeism. (p. 8). Bond identified three dimensions of absenteeism: truancy, condoned absenteeism, and school refusal. This literature review seeks to sample the reasons and effects of absence in class and examine the relationship between links associated with children’s social class, absenteeism in class and whether it affects the overall academic growth of a child. This review will take a broad look at the way National Assessment Program Literacy and Numeracy (NAPLAN) tests are applied in Perth primary schools and in doing so, making a comparison on the absenteeism rates in the low social economic and high social economic primary schools. Significance of the Action research From the literature provided, it is evident that there are differences between the attendances of school during tests (NAPLAN) based on the socioeconomic background of the pupil. Action research permits inquiry and discussion as components of study. Action research entails collaborative efforts to identify solutions to real –life challenged experienced in schools, or examining ways to enhance instruction and improve the learning outcomes of student’s achievement (Watts, 1985). This study is designed to ascertain the root causes of absenteeism in schools by investigating the influence of the socio economic status which leads hereafter to absenteeism. The relation between attendance and performance in one large lecture course suggest that attendance may substantially affect learning. Background Bowen notes that the difference in performance between a student attending classes regularly and one who does so intermittently is almost a whole letter grade (Bowen 2005). According to Enomoto (1997), when students perceive that instructors are less mindful of them and they rarely follow up on absences, their motivation to attend classes is significantly low for attendance is not high. Interestingly, a converse view of compulsory attendance is provided by Lotz and Lee (1999) as contributing to and furthering the absentee problem. Studies indicate that absenteeism is caused by a number of factors such as: lack of attention-grabbing and challenging curriculum, a greater need for self-indulging activities with peers; low self-image and self-esteem; lack of interest in subjects taught and lack of individual interest in learning as provided by Lotz and Lee (1999). In addition, lack of alignment between student’s mental abilities and the course chosen, failure to align learning styles with teaching styles, low level of confidence by the instructors, poor interrelationship between students and the instructors, poor infrastructure facility in school such as libraries, easy access to desired facilities offered by parents such as cars, mobile phones and more than enough pocket money and inferiority complex (Bond, 2004). It is against this background that this empirical study seeks to investigate the causes and effects of student absenteeism between high socio economic schools and low socio economic schools in Perth. Research Questions Research question #1: What are the causes of absenteeism in high socio economic schools in Perth? Research Question #2: What are the causes of absenteeism in low socio economic schools on Perth? Research question #3: What are the effects of student absenteeism in Perth? Methodology Causal comparative design For this particular study, a causal comparative design will be applied to analyze if the absenteeism rates recorded during NAPLAN testing vary between high-socio economic schools and low socio-economic schools. The research design is sufficient and suitable in examining the relationship and the independent variables that exists between children’s social class, absenteeism in class and whether it affects the overall academic growth of a child. Causal comparative design are also referred to as ex post facto designs since they are applied after the fact, where the researcher studies the phenomenon by working backwards to identify reasons and causes for the disparities between groups as discussed by Mertler, (2012). Despite the arguments by Ary, Jacobs & Sorensen, (2010, p. 333) that causal comparative designs do not offer the safeguards required in development of strong inferences, they are appropriate in establishing interrelationships in education during manipulation of independent elements, in this case variance in rates of absenteeism among students from different level of social status. The independent variable is absenteeism during NAPLAN tests, which has differed among students within low and high social economic schools. The study shall analyze the research questions by comparing the rate of absenteeism during NAPLAN tests in two schools considered high socio economic schools and two low socio economic schools in Perth. Instrumentation NAPLAN which refers to the National Assessment Program-Literacy and Numeracy is an examination carried out each year since 2008. According to ACARA, (2012), students in the third, fifth, seventh and ninth year are on the same day taken through exams in reading, language conventions, writing and numeracy in order to analyze the progress of the students. The NAPLAN test is considered valid and reliable owing to the extensive processes gained the tests are taken through (ACARA, 2012). The NAPLAN tests will act as the dependent variable and for this reason, they will be the measure by which the researcher compares the absenteeism rates within the four schools in Perth (two schools considered high socio economic schools and two low socio economic schools). In addition, the data shall include a comparison of absenteeism rates during ordinary end term exams and absenteeism rates during NAPLAN exams. Respondents The participants shall be students in years three, five, seven and nine within low income and the high income schools. The schools selected for the study must be day schools, meaning, they do not offer boarding facilities. This is to ensure that the students participating have the option not to do the NAPLAN tests, which students in boarding schools have no option but to do. Data collection and Analysis The data collected shall entail recording the number of students from low and high socio economic schools absent during NAPLAN test compared with the number of students from low and high socio economic schools absent during ordinary end term tests. The number of students, who attend the NAPLAN test in each of the selected school as indicated on the My School website, shall be compared with the number of students who attend the ordinary end term exam in each of the selected school. The data gathered shall be presented in a graph, indicating absenteeism rates during NAPLAN and ordinary end term tests against the type of school (low and high income schools). This will help respond to all the research questions. Developing and reflecting stages Following data analysis, appropriate action strategies shall be developed informed by the research findings. This may include development of initiatives that create broader community awareness on the fundamental importance of NAPLAN tests. It is critical that the action research process is shared among the stakeholders to allow effective and comprehensive analysis of the implications of any recommendations made. It is important to note that, the aspect of reviewing and reflecting is continuous throughout the action research process. Caveats on Research Ethical Considerations In this study, confidentiality ethics will be ensured by using secret codes for all interview transcripts and the names of the participants will be concealed. The research is therefore conducted with respect and concern for the dignity and welfare of the informants. The research question should be secondary significance. This means that if a choice must be made between doing harm to a participant and doing harm to the research, it is the research that is sacrificed. Confidentiality forms and consent forms shall be signed by the participants, the researcher and the school administration in order to ensure anonymity of the schools and the students. Equally, the research findings made shall be articulated cautiously instead of definitively since the causal comparative design of the study shows a connection and not causation. Principles of honesty shall be complied with. Timeline/ Cost Action Date Time Cost Complete literature review 30/08/2012 $0 Reflecting on the process 01/09/2012 $0 Complete research planning 15/09/2012 $0 Collect data 01/10/ 2012 $0 Analyze results 15/10/ 2012 $0 Write up results 01/11/2012 $0 Develop an action plan 15/11/2012 $0 Submit action research 01/12/2012 $0 References Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). NAPLAN. ACARA, Accessed on 3rd Sept 2012 from http://www.naplan.edu.au/ Bond, G. (2004). Tackling student absenteeism: Research findings and recommendations for school and local communities. Retrieved from http://www.hwllen.com.au/Text/1062829817063-3396/uploadedFiles/1112325248500-2929.doc Babbie G, & Mouton G (2001). The Practice of Social Research. London: Oxford. Enomoto E 1997. Negotiating the ethics of care andjustice. Educational Administration Quarterly, 33:351-370. Entwisle, D. R., Alexander, K. L. & Olson, S.L. (1997). Children, Schools, and Inequality. Boulder, CO: West view Press. Lotz R, & Lee L (1999). Sociability, school experience and delinquency. Youth and Society, 31: 351-370. Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127. America Psychology Association (2012): Education and socioeconomic status retrieved on 3rd Sept, 2012 from http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx 750 First Street NE, Washington, DC Read More