BACKGROUND TO THE STUDY

Punctuality is a key factor in the academic success of learners at the primary school level, because early arrival to school prepares pupils mentally and emotionally for the day’s lessons. Globally, research has shown that lateness to school disrupts the learning process and weakens academic performance because it causes pupils to miss foundational activities such as morning drills, revision sessions, instructions, and the introduction of new topics (Obi & Okeke, 2019). Studies further indicate that frequent lateness is associated with poor concentration, reduced participation, and a higher likelihood of falling behind academically (Adu & Olatundun, 2020). As a result, many education systems emphasise punctuality as a basic indicator of discipline and effective school functioning.

In the African context, lateness to school remains a major challenge in many countries, especially where pupils walk long distances, face transportation difficulties, or come from homes with limited socio-economic support. Research from West and Central Africa has found that lateness is strongly linked to factors such as household responsibilities, parental supervision patterns, poverty, and unstable morning routines (UNESCO, 2021). Pupils who arrive late miss essential instructional time, and teachers often have to slow down or repeat lessons, which reduces the overall quality of teaching and learning in the classroom (Umar, 2018). At the primary school level, where pupils depend heavily on structure and consistency, such interruptions can significantly undermine their learning outcomes.

In Cameroon, punctuality challenges have been frequently reported in primary schools across both urban and rural settings. Several studies note that pupils often arrive late due to household chores, caring for younger siblings, late preparation of meals, and difficulties accessing transportation, especially in communities with poor road networks (Mbua, 2020; Fonyuy, 2022). The Ministry of Basic Education has also identified morning lateness as one of the behavioural issues affecting school discipline and overall academic performance in public primary schools. This situation is worsened by socio-economic pressures, as many parents in low-income households leave early for informal jobs, leaving young children to prepare for school on their own.

In the Buea Municipality, pupil lateness has become a visible concern for teachers, head teachers, and education stakeholders. Buea’s unique geographic and social conditions—such as hilly terrain, long commuting distances within neighbourhoods like Dibanda, Bomaka, Bokova, and Mile 16, and the instability associated with the Anglophone crisis—have greatly affected children’s ability to arrive at school on time. Reports from local schools indicate that many pupils trek long distances or rely on irregular public transport, causing them to miss the first part of classroom instruction. Teachers in Buea have expressed that latecoming disrupts classroom organisation, reduces teaching time, and affects the performance of pupils, especially in literacy and numeracy subjects that require daily reinforcement. Furthermore, late pupils often enter the classroom anxious, unprepared, and less focused, which reduces their ability to learn effectively.

Although lateness is commonly observed across primary schools in Buea, there is limited empirical research that specifically examines how pupils’ lateness affects their academic performance in this municipality. Most local education reports focus broadly on dropout, crisis-related disruptions, and learning loss, but few address punctuality as a specific behavioural factor that influences learning outcomes. Therefore, a gap exists regarding the actual extent to which lateness contributes to declining academic performance among primary school pupils in Buea. Understanding this relationship is essential for school authorities and policymakers to develop effective interventions that can improve punctuality, strengthen classroom learning, and enhance overall academic achievement.

This study seeks to investigate the effects of pupils’ lateness to school on their academic performance in primary schools in the Buea Municipality. The findings will contribute to the growing body of knowledge on school behavioural issues and provide evidence-based recommendations for improving punctuality and academic success at the primary level.

STATEMENT OF THE PROBLEM

Punctuality is a fundamental requirement for effective teaching and learning, especially at the primary school level where pupils need structured routines to build foundational skills. Yet, lateness to school has become a persistent problem in many primary schools across Cameroon. Research shows that when pupils arrive late, they miss critical instructional time, including morning drills, lesson introductions, and revision exercises that prepare them for daily learning activities (Obi & Okeke, 2019). This lost time creates learning gaps, reduces concentration, and negatively affects academic achievement, especially in subjects like Mathematics and English that require continuous reinforcement (Adu & Olatundun, 2020). Despite its importance, punctuality is often overlooked as a major determinant of academic success.

In the Buea Municipality, lateness among primary school pupils has become increasingly common and concerning. Teachers and head teachers frequently report that many pupils arrive after lessons have already begun, causing interruptions in classroom organisation and reducing overall teaching time. Several socio-economic and environmental factors have been identified as possible contributors, including long trekking distances, irregular transportation, household chores, poor morning routines, and instability linked to the ongoing Anglophone crisis. Studies conducted in other parts of Cameroon reveal similar challenges, where pupils from low-income households are more likely to come late because parents leave early for work or lack the means to ensure timely transportation (Mbua, 2020; Fonyuy, 2022). These realities strongly suggest that lateness in Buea may be connected to broader household and community-level constraints.

The consequences of lateness are not limited to missed instructional time alone. Persistent latecoming affects pupils’ psychological readiness for learning, lowers their confidence, and reduces their participation in class activities. Teachers also face difficulty maintaining classroom flow, as they must stop to repeat instructions or reintegrate late pupils, which slows down lesson progression and disrupts other learners (Umar, 2018). Over time, this leads to a cumulative learning disadvantage and poorer academic performance among pupils who are frequently late. Unfortunately, while lateness is visibly widespread in Buea primary schools, there is limited empirical data showing the specific ways in which this behaviour affects academic performance within the municipality.

This lack of context-specific evidence poses a challenge for school administrators and policymakers who aim to improve learning outcomes. Existing literature in Cameroon highlights lateness as a behavioural concern but does not adequately examine its direct relationship with academic performance in the Buea Municipality. Without such information, efforts to improve school achievement may overlook punctuality as a critical factor. The problem therefore lies in the absence of empirical research that links pupils’ lateness with their academic performance in Buea primary schools. This study seeks to fill that gap by examining the extent, causes, and academic consequences of lateness among pupils in the municipality.

RESEARCH QUESTIONS

This study is guided by the following research questions.
The main research question is:
What are the effects of pupils’ lateness to school on their academic performance in primary schools in the Buea Municipality?

From this main question, the following specific research questions arise:

1. What are the common causes of pupils’ lateness to school in primary schools in the Buea Municipality?
2. How does lateness affect pupils’ participation and concentration in classroom activities?
3. What is the relationship between pupils’ lateness and their academic performance in primary schools in Buea Municipality?
4. What strategies do teachers and school administrators use to manage lateness among pupils?

OBJECTIVES OF THE STUDY

The general objective of this study is to examine the effects of pupils’ lateness to school on their academic performance in primary schools in the Buea Municipality.

The specific objectives are to:

1. Identify the major causes of lateness among primary school pupils in the Buea Municipality.
2. Examine how lateness affects pupils’ participation, concentration, and readiness to learn.
3. Determine the relationship between pupils’ lateness and their academic performance.
4. Assess the strategies used by teachers and school administrators to control or reduce pupils’ lateness.

RESEARCH HYPOTHESES

To guide the study statistically, the following hypotheses are proposed:

Null Hypothesis (H₀):

There is no significant relationship between pupils’ lateness to school and their academic performance in primary schools in the Buea Municipality.

Alternative Hypothesis (H₁):

There is a significant relationship between pupils’ lateness to school and their academic performance in primary schools in the Buea Municipality.