ABSENTEEISM: ITS EFFECT ON THE ACADEMIC PERFORMANCE OF SELECTED

SHS STUDENTS

Related Review Literature

In a widely cited study, Romer (1993) reported evidence on absenteeism in

undergraduate economics courses at three major US universities, finding an

average attendance rate of about 67 per cent. The paper also presented

regression results, based on a sample of 195 Intermediate Macroeconomics

students, indicating a positive and significant relationship between student

attendance and exam performance. This result was found to be qualitatively robust

to the inclusion among the explanatory variables of students'

grade point average and the fraction of problem sets completed.3 On the

basis of these ndings, Romer suggested that measures aimed at increasing

attendance, including making attendance mandatory, could be considered.4

Prior to Romer, Schmidt (1983) had investigated student time allocation

in a sample of 216 macroeconomic principles students, finding that time

spent in lectures and discussion sections has a positive and significant erect

on exam performance, even after controlling for hours of study. Park and

Kerr (1990) had found an inverse relationship between students' attendance

and their course grades in a money and banking course over a four-year

period, even after controlling for the erect of unobservable motivation by

means of students' self-reported hours of study and their perceived value of

the course.5
 Following the controversial conclusions of Romer (1993), in the past

decade a number of empirical studies in the economic education literature have

examined the relationship between student attendance and academic

performance. Durden and Ellis (1995) investigate the link between overall

course grade and self-reported attendance levels in a sample of 346 principles

of economics students over three semesters. Their results, based on OLS

controlling for ability and motivational factors (GPA, college-entrance exam

scores, having had a course in calculus) indicate that attendance matters for

academic performance. In particular, whereas low levels of absenteeism have

little erect on the eventual outcome, excessive absenteeism has a large and

significant erect.

Devadoss and Foltz (1996) examine attendance in a sample of about 400

agricultural economics students at four large U.S. universities. They

, even after controlling for both prior grade point average and the degree

of motivation, on average students who attended all classes achieved a full

letter grade higher than students who attended no more than 50 per cent of

the same classes. A positive and significant relationship between attendance

and academic performance is also found by Chan et al. (1997) in a sample

of 71 Principles of Finance students.

More recently, Marburger (2001) investigates the relationship between

absenteeism and exam performance in a sample of 60 students of a principles

of microeconomics course. In this study, information on student attendance

at each class during the semester is matched with records of the class meeting

when the material corresponding to each question was covered. The results

indicate that students who miss class on a given date are significantly more
likely to respond incorrectly to questions relating to material covered that day

than students who were present. Rodgers (2001) finds that attendance has

a small but statistically significant erect on performance in a sample of 167

introductory statistics course. Kirby and McElroy (2003) study the determinants of

levels of attendance at lectures and classes and the relationship with

exam performance in a sample of 368 rst year economics students, finding

that hours worked and travel time are the main determinants of class attendance,

and that the latter, in turn, has a positive and diminishing marginal

erect on grade.

Among studies who reach less robust conclusions about the positive effect of

attendance on performance, Bratti and Starolani (2002) argue that

estimates of student performance regressions that omit study hours might

be biased, given that hours of study are a significant determinant of lecture

attendance. Using a sample of 371 1rst-year Economics students they find

that the positive and significant erect of lecture attendance on performance is not

robust to the inclusion of the number of hours of study. Dolton et al.

(2003), applying stochastic frontier techniques to a large sample of Spanish

students, find that both formal study and self study are significant determinants of

exam scores but that the former may be up to four times more

important than the latter. However, they also find that self study time may

be insignificant if ability bias is corrected for.

All of these studies, with the exception of Marburger (2001) and Rodgers

(2001), are based on cross-sectional data sets. As a consequence, as observed

by Romer (1993), the possibility that the estimated relationship between

attendance and exam performance reflects the impact of omitted factors rather
than a true erect cannot be ruled out. In the following we thus report re-

sults obtained using panel data on Introductory Microeconomics students to

estimate the net erect of attendance on academic performance.

Romer (1993) examined attendance in undergraduate economics classes. He

surveyed attendance at all undergraduate economics classes at three academic

institutions during a sample week of class. One institution was a medium-,-sized

private university, one was a large public institution, and the third was a small

liberal

arts college. All three were classified as highly competitive by Bar-on's Profiles

of American Colleges. The study revealed that roughly one-third of the classes

was absent during a typical class meeting. Absenteeism tended to be highest

at the large public university any( lowest at the small liberal arts college.

Absenteeism

was lower for courses with a significant mathematical component. Attendance

also tended to be lower for core courses. Finally, the study revealed that

attendance was higher when the perceived quality of instruction was greater.

Romer also investigated the relationship between student attendance and overall

coursera periobalance. in one of his intermediate macroeconomics courses, he

took attendance during six class meetings. Overall performance for the course

was then regressed against a set of independent variables that included the

students'

record of attendance during the sample period. 'To control for the cause and-

effect problem of attendance versus motivation, lie restricted his sample to

only those students who had completed all of the problem sets assigned during

the semester. He also included the students' GPAs as an explanatory variable.

The evidence showed a positive correlation between attendance and course

performance.

Park and Kerr (1990) measured the determinants of student performance in a

single instructor's money and banking course over a four-year period. They

estimated numerous legit equations to measure the probability of receiving a

specific

letter grade for the course as a function of several independent variables. The

students' overall attendance during the semester was included among the

explanatory variables. The evidence showed an inverse relationship between the

students' course grades and their attendance. To control for the motivational

aspects of performance, they controlled for the students' self-reported hours of

study time devoted to the class and also their perceived value of the course.

Durden and Ellis (1995) also investigated the link between attendance and(' student

learning. Their study included several principles of economics classes over

three semesters. The dependent variable was the students' overall course grade

averages. Each student's attendance record for the semester was self-reported

through a questionnaire administered at the end of each semester the results

showed that low levels of absenteeism had no appreciable effect on student

learning

but that excessive absenteeism had a deleterious impact on course performance

Finally, Schmidt ([983) performed a study on student tine allocation. He

relied on data gathered by Allen C. Kelley during his evaluation of his Teaching

Information Processing System ('I'IPS). The TIPS study processed weekly multiple-

choice responses that were optional and not a component of the students'

grades. A production function was estimated in which the dependent variable was
the students' percentage scores on final ex22m questions that related to the TIT'S

experiment. The independent variables included the students' self-reported study

hours during the experiment. The evidence revealed a positive correlation

between time spent in lectures and discussion sessions and exam performance.

Absenteeism in school is the habit of staying away from school without

providing a genuine or any reason for not attending classes. Absenteeism is a truant

behavior that negatively affects the performance among students.

Causes of Absenteeism

Absenteeism is caused by many factors as such as:

1. Phobic Adolescence: During this stage in the growth of a teen, there is a lot of

fear developed as a result of physical changes of the body for example growth of

pimples, turbulent emotions e.t.c. This scares teens away from school.

2. Lack of Interest: Students could be lacking interest in the study, which could be

as a result of content that is difficult for them to grasp hence pushing them away

from school.

3. Teacher approach: The approach used by teachers may not be understood by

the student and this could lead them to lose interest in school. Punitive attendance

policy plays a big role in absenteeism too.

4. Pamperness: From the family: Students who get excessive pocket money from

their families are most likely to absent themselves from school since they need time
to spend the money.

5. Private Couching: Flexible private couching encouraged by some parents could

drive a number of students away from the conventional school timetable.

6. Diseases: Some diseases like asthma which requires attention and care as well

as an environment that is warm and not dusty could make students remain home.

7. School Infrastructural Facilities: Lack of libraries, sports facilities is a

hindrance to attendance of school among students.

8. Entertainment: Accessibility of entertainment facilities like cinemas could divert

attention of some students from school.

Absenteeism can lead to depression and also result in poor quality of

education as a result of time lost while being away from school. It could also lead to

moral degradation that leads to drug abuse, early pregnancies and unruly behavior

(Keter, 2013).

Absenteeism can be remedied by providing adequate co-curricular activities

to students. It could be curbed by creating of clubs and societies to keep students

busy when they are out of class. Schools should strive to have up to date learning

facilities like libraries as well as sporting facilities to make students enhance student

retention (Keter, 2013).

According to the Center for Comprehensive School Reform and Improvement,

attendance rates effectively predicted whether a student would fail a course or not,

and surprisingly, attendance rate trumped grade point averages in predicting

whether a student would fail a class or not. In other words, a student could perform

very highly academically, but would likely still fail if he missed too much class.

Additionally, the more a student missed school over the course of several

subsequent years of school, the more his grade point average (GPA) declined and

the further behind he became in all subjects (Naillon, 2017).

Absenteeism also indicates the likelihood of other negative outcomes for the

student. The student who spends too much time out of class will likely not walk the

graduation line either. Information from The Center for Comprehensive School

Reform and Improvement indicated only 63 percent of students who missed

between five and nine days of school during their ninth-grade year actually

graduated. This compares to the 87 percent of students who missed fewer than five

class days (Naillon, 2017).