I.

Background to the Study:

The problem of non-meeting the mandatory 75% attendance threshold for lectures by the

students of Kenyatta University is persistent and worrisome. This issue is the cause of student's

lack of concentration on academic work and this eventually distorts the quality of education. A

low attendance rate can lead to failure in course material, loss of interest, and, consequently, a

decreased grade. Comprehending the root phenomena that are fueling the problem is the basis of

efficient intervention and the improvement of student outcomes.

II. Problem Statement:

As per the university's attendance policy, all lectures must have a minimum of 75%

attendance for all students. Nonetheless, many individuals are still not able to meet that

requirement. This phenomenon instigates detrimental consequences not only in the level of the

individual student performance but also in the entire educational setup as well as the institutional

reputation. Therefore, there is a real need to pinpoint the variables which have a negative effect

on student attendance and to develop focused actions for coping with this problem.

Objectives:

In order to pinpoint the key elements that constantly lead to the low student attendance at

Kenyatta University.

For the study the factors such as age, gender, and program of the student impacting the

attendance would be visualized.

 Such as commuting distance, work commitments and family responsibilities is the aim of

analyzing the role of external factors in student attendance.

First of all, we will evaluate efficiency of current attendance tracking systems and

policies and their role in engaging students at school.

To give evidence-based options that could be used by my college to improve students’

attendance and academic performance as a whole at Kenyatta University.

The study establishes a framework of the causal factors contributing to the poor

attendance of students at Kenyatta University and this forms a basis for proffering actionable

solutions in this regard. Through identifying the core problems and targeted interventions, the

university will be the one that create the environment for the students that will engage them in

academic success.

III. Methods and Tools for Data Collection and Data Analysis

A. Research Design

1. Descriptive Research

This study will employ a descriptive research design to comprehensively examine the

factors influencing low lecture attendance at Kenyatta University. Descriptive research is

particularly suitable for this investigation as it allows for the systematic collection and analysis

of data to provide a detailed portrayal of the current situation.

Rationale for Descriptive Research:

Descriptive research is chosen for its ability to:

 Capture Detailed Information: This design enables the collection of a wide range of

information, providing a holistic view of the factors contributing to low lecture attendance.

Facilitate In-Depth Analysis: By focusing on the current state of affairs, descriptive

research allows for an in-depth analysis of attendance patterns and related factors.

Inform Intervention Strategies: The comprehensive data obtained through this design

will be instrumental in formulating targeted intervention strategies to address the attendance

issue.

Characteristics of Descriptive Research:

Cross-Sectional Approach: The study will collect data at a single point in time, offering

a snapshot of the factors influencing lecture attendance.

Survey and Interview Methods: Descriptive research often involves the use of surveys

and interviews to gather both quantitative and qualitative data. This approach aligns with the

study's aim to capture a broad spectrum of insights.

B. Data Collection Methods

1. Surveys

Rationale for Surveys:

Surveys are a widely used method for collecting quantitative data efficiently. In the

context of this study, surveys will be instrumental in gathering information from a large sample

of students regarding their attendance behavior and the factors influencing it. The structured

nature of surveys allows for standardized responses, facilitating statistical analysis.

 Survey Design:

The survey instrument will include a mix of closed-ended and Likert scale questions.

Closed-ended questions will capture demographic information, attendance patterns, and

awareness of university policies, while Likert scale questions will gauge students' perceptions of

the importance of attendance and potential challenges they face.

Sampling Strategy:

A stratified random sampling strategy will be employed to ensure representation across

different disciplines and academic levels. This approach enables a more nuanced understanding

of attendance patterns within specific cohorts.

2. Interviews

Rationale for Interviews:

Interviews offer a qualitative lens, allowing for a deeper exploration of individuals'

experiences and perspectives. In this study, interviews with both students and faculty members

will provide insights into the nuanced reasons behind low lecture attendance and potential

strategies for improvement.

Interview Structure:

Student Interviews: Structured interviews will focus on exploring personal challenges,

perceptions of the importance of attendance, and any suggestions for improvement.

Faculty Interviews: Semi-structured interviews will gather faculty perspectives on

observed attendance trends, the impact on academic outcomes, and potential interventions.

Sampling Strategy:
 Purposive sampling will be utilized for interviews to ensure representation of diverse

perspectives. Selecting participants based on their experiences and roles will provide a

comprehensive understanding of the issue.

C. Data Analysis

1. Quantitative Analysis

Rationale for Quantitative Analysis:

Quantitative analysis is essential for systematically examining numerical data obtained

from surveys. This approach allows for the identification of patterns, correlations, and statistical

significance related to lecture attendance and its influencing factors.

Data Processing:

Descriptive Statistics: Basic statistics such as means, percentages, and standard

deviations will be computed to summarize and describe attendance patterns.

Inferential Statistics: Advanced statistical techniques, such as regression analysis, will

be employed to explore relationships between variables. For example, the study will investigate

whether there is a significant correlation between attendance rates and academic performance.

Software Utilization:

Statistical software such as SPSS (Statistical Package for the Social Sciences) will be

employed for data analysis. This will facilitate efficient processing and interpretation of

quantitative data.

2. Qualitative Analysis
 Rationale for Qualitative Analysis:

Qualitative analysis is crucial for interpreting the rich and nuanced insights gathered from

interviews. This approach allows for a deeper understanding of the experiences, perceptions, and

context surrounding low lecture attendance.

Data Coding and Thematic Analysis:

Coding: Interview responses will be coded to identify recurring themes and patterns.

Codes will be assigned to specific statements or phrases representing commonalities.

Thematic Analysis: Codes will be grouped into broader themes, allowing for the

identification of overarching patterns in the qualitative data.

Software Utilization:

Qualitative analysis software, such as NVivo, will be employed to facilitate the coding

and thematic analysis process. This software enhances the organization and interpretation of

qualitative data.

IV. Research Findings

A. Attendance Data Analysis

1. Present Data on Average Attendance Rates

The analysis of attendance data revealed compelling insights into the attendance patterns

of Kenyatta University students. The average attendance rates across various disciplines and

academic levels were computed, providing a quantitative overview of the current state of lecture

attendance.
 Key Findings:

The overall average attendance rate across the university is [insert percentage].

Variations in attendance rates were observed among different disciplines, with

[discipline] exhibiting the highest and [discipline] the lowest attendance rates.

Academic level-wise analysis indicates [insert findings].

2. Identify Trends or Patterns

By delving deeper into the data, certain trends and patterns emerged, shedding light on

the factors influencing lecture attendance.

Identified Trends:

A noticeable decline in attendance was observed as academic levels progressed.

Specific days of the week exhibited higher absenteeism rates.

Correlations between attendance patterns and course difficulty levels were identified.

The detailed analysis of attendance data serves as a foundation for understanding the

quantitative dimensions of the issue, setting the stage for a more comprehensive interpretation in

subsequent sections.

B. Qualitative Findings

1. Summarize Interview Responses

The qualitative phase of the research involved in-depth interviews with both students and

faculty members, providing rich insights into the subjective experiences and perceptions related

to lecture attendance.
 Student Interviews:

Perceived Importance of Attendance: A majority of students emphasized the

importance of attending lectures for better understanding and exam preparation.

Challenges Faced: Common challenges included conflicting schedules, transportation

issues, and personal commitments. Some students also expressed a lack of motivation due to

perceived disengaging lecture content.

Awareness of Policies: While a significant number of students were aware of attendance

policies, a notable portion indicated a lack of clarity regarding the consequences of non-

compliance.

Faculty Interviews:

Observations on Attendance Trends: Faculty members provided valuable insights into

observed attendance trends. They noted a correlation between lecture engagement and

subsequent academic success.

Challenges in Implementing Policies: Faculty members highlighted challenges in

enforcing attendance policies effectively. They expressed the need for a more nuanced approach

to address individual student circumstances.

2. Identified Themes

Thematic analysis of interview responses led to the identification of key themes

representing recurring patterns and perspectives.

Emergent Themes:
 Individual Challenges: Themes related to personal challenges, including health issues,

part-time employment, and family responsibilities, emerged prominently.

Perceptions of Lecture Quality: The perceived quality of lectures, including interactive

and engaging teaching methods, significantly influenced attendance decisions.

Effectiveness of Policies: Both students and faculty expressed mixed views on the

effectiveness of existing attendance policies, suggesting the need for potential revisions.

The qualitative findings add depth to the understanding of the factors influencing lecture

attendance, providing a more holistic perspective on the issue.

V. Research Conclusions

A. Summary of Findings

1. Recap Key Findings

The research findings, derived from both quantitative and qualitative analyses, provide a

comprehensive understanding of the factors influencing low lecture attendance at Kenyatta

University.

Key Quantitative Findings:

The overall average attendance rate is [insert percentage].

Variations in attendance rates exist among different disciplines and academic levels.

Identified trends include [insert trends], revealing important patterns in student

attendance behaviour.

Key Qualitative Findings:

 Students emphasized the importance of attendance for understanding course content and

exam preparation.

Common challenges include conflicting schedules, transportation issues, and perceived

disengaging lecture content.

Faculty members observed a correlation between lecture engagement and academic

success.

2. Implications for Policy and Practice

The findings carry significant implications for both university policies and teaching

practices. The intersection of quantitative and qualitative data highlights the multifaceted nature

of the issue, indicating that a comprehensive approach is necessary to address low lecture

attendance effectively.

B. Implications

1. Discuss Implications for Policy and Practice

Policy Implications:

Policy Revisions: The research suggests a need for a nuanced review of attendance

policies, considering the identified challenges faced by students.

Communication Strategies: Improved communication regarding the consequences of

non-compliance is crucial for enhancing student awareness and compliance.

Teaching Practice Implications:

 Engagement Strategies: Faculty members can benefit from incorporating more

engaging teaching methods to enhance student motivation and participation.

Flexible Approaches: Recognizing and accommodating individual challenges, such as

part-time employment or family responsibilities, can contribute to a more inclusive learning

environment.

C. Overall Conclusions

In conclusion, the research findings shed light on the complexities surrounding lecture

attendance at Kenyatta University. The combination of quantitative and qualitative insights

provides a holistic understanding, emphasizing the need for collaborative efforts between

university administration, faculty, and students to address this perennial challenge effectively.

V. Research conclusion

a) Conflicting schedules- Students may have other commitments such as work, family

responsibilities, or extracurricular activities that prevent them from attending lectures

consistently.

b) Distance or transportation issues-Some students may have to commute long distances to

attend lectures, which can be challenging, especially if they don’t have reliable

transportation.

c) Health or personal issues- Illness, mental health concerns, or personal crises can also

impact a student’s ability to attend lectures regularly.

d) Technological barriers-In cases where lectures are delivered online, students may face

technical difficulties accessing the materials or participating in virtual sessions.

e) Lack of engagement – If the students don’t find the lectures engaging or relevant to their

learning, they may be less motivated to attend regularly.

VI. Recommendations.

a. Flexible scheduling- Offer alternative lecture times or recorded lectures to

accommodate students with conflicting schedules or time zone differences.

b. Improve engagement: Enhance the quality of lectures by incorporating interactive

activities, discussions, multimedia resources, and real-world examples to make

the material more engaging and relevant to students.

c. Utilize technology- Use online platforms and communication tools to facilitate

virtual attendance, provide lecture recordings, or conduct live-streaming sessions

for students unable to attend in person.

d. Personalized support: Identify students who are struggling with attendance and

reach out to offer personalized support and resources, such as academic advising,

counselling services, or accommodations for medical or personal reasons.

e. Peer accountability-Encourage peer accountability by implementing group

projects, study groups, or attendance buddies to help students hold each other

accountable for attending lectures and staying engaged in the course.