EFFECT OF TRUANCY TENDENCIES ON THE ACADEMIC PERFORMANCE OF PUPILS WITH MILD INTELLECTUAL DISABILITY IN IBADAN NORTH LOCAL GOVERNMENT AREA, OYO STATE

Truancy remains a pressing challenge in the education of pupils with mild intellectual disabilities, significantly hampering their academic performance and overall development. This study examined the contributing factors to truancy, its effects on academic outcomes, teacher perceptions, and viable interventions, using pupils in Ibadan North Local Government Area as the focus. The objectives included identifying the causes of truancy, assessing its impact on academic performance, and exploring strategies to mitigate it. A descriptive survey research design was adopted, and data were collected from 30 respondents through a structured questionnaire comprising 20 items. The analysis utilized mean, standard deviation, and chi-square statistical tools. The results revealed that factors such as family instability, lack of parental supervision, peer influence, inadequate school support, and teacher inefficiency significantly contribute to truancy (χ² = 18.75, p < 0.05). Respondents strongly agreed that truancy leads to poor grades, reduced classroom participation, and higher dropout risks for pupils with mild intellectual disabilities. Teachers identified truancy as a major obstacle to academic success, attributing it to insufficient parental engagement and the challenges of managing frequently absent pupils. The study further highlighted interventions such as increased parental involvement, provision of counselling services, and implementation of individualized learning plans as essential in combating truancy. The findings emphasize the need for schools to create a supportive environment tailored to the unique needs of these pupils. For example, specialized support programs and collaboration between schools, parents, and communities were identified as key measures to encourage regular classroom attendance of pupils with mild intellectual disability.