Influence of Chronic Truancy on Students’ Learning Outcomes in Public Junior Schools in Nakuru West Sub-County, Nakuru County, Kenya

The study examined influence of chronic truancy on students’ learning outcomes in public junior schools in Nakuru West sub-county, Nakuru county, Kenya. The study was guided by one research questions addressing how does chronic truancy influence learners’ overall learning outcomes in public junior secondary schools in Nakuru West sub-county? The study was anchored on Bronfenbrenner’s Ecological Systems Theory (1979) and adopted a convergent mixed-methods design, comprising a quantitative cross-sectional survey and a qualitative phenomenology design. The target population comprised 9,671 learners, 47 teachers, 20 Heads of Institutions, and one Sub-County Director of Education. A sample of 384 students was selected using proportionate stratified and systematic sampling techniques. All 47 teachers in the selected schools were targeted through census sampling, of whom 31 responded to the questionnaires, while six Heads of Institutions and one Sub-County Director of Education were selected using purposive sampling. Data were collected using questionnaires, focus group discussions, interviews, and document analysis. Validity and reliability of the quantitative instruments and trustworthiness of the qualitative data were established. Quantitative data were analyzed using descriptive statistics and simple linear regression in SPSS Version 26, while qualitative data were analyzed thematically. The findings revealed that chronic truancy (β = –0.265, p < .001) had a statistically significant negative influence on learners’ learning outcomes by reducing classroom participation, curriculum exposure, academic achievement, and learner engagement. It concluded that persistent absenteeism creates learning gaps and limits students’ development of essential competencies. The study recommends strengthening attendance monitoring, improving school–parent collaboration, and providing counseling, mentorship, and targeted learner-support interventions to reduce truancy and improve academic outcomes.