Effect of class attendance on students’ academic Achievement in public day secondary schools in Imenti North Sub-county, Kenya

Abstract

There are many factors that directly or indirectly affect students’ performance at the secondary school level. This study investigated the impact of class attendance on students’ academic achievement in public day secondary schools in Imenti North Sub-county, Kenya. Specifically, the study examined the effect of frequency of attendance, class participation, motivation to attend and participate in class, and the adequacy of class resources on students’ academic achievement. Stratified sampling techniques were used to gather participants from six randomly selected public day secondary schools. The sample included 354 respondents, 336 students and 18 teachers while six principals participated in qualitative interviews. Quantitative data were collected using structured questionnaires for students and teachers, while qualitative data were obtained from semi-structured interviews schedules with principals. The data were analyzed using SPSS. Descriptive statistics, inferential statistics (including regression, correlation, and ANOVA), and thematic analysis were utilized. The findings revealed that frequency of class attendance had a statistically significant positive effect on academic achievement. Motivation was found to be a key predictor of academic success. Intrinsically motivated students outperformed their peers, highlighting the role of internal drive in fostering academic commitment. Class participation positively influenced academic outcomes; students who engaged in discussions and collaborative activities demonstrated deeper understanding and better retention of content. Qualitative findings supported the quantitative results, with principal emphasizing the importance of regular attendance, motivation, and a supportive school environment. The study concluded that multifaceted interventions targeting attendance policies, classroom engagement and student motivation are essential for improving academic outcomes in public day secondary schools. The findings of this study will be valuable to stakeholders including teachers, school administrators, education policymakers, the Ministry of Education, and the government. It offers evidence-based recommendations for enhancing student outcomes through improved attendance and engagement strategies in public secondary schools.