EFFECT OF REGULAR CLASS ATTENDANCE ON ACADEMIC PERFORMANCE IN KENYA CERTIFICATE OF PRIMARY EDUCATION IN PUBLIC PRIMARY SCHOOLS IN TURKANA NORTH SUB-COUNTY

Cecilia Wanjiku Mwangi, Prof. Fredrick Ogola, Dr. Benjamin Kosgei

Abstract


Pupils’ class attendance in school and its effect on academic performance is a matter of concern to all stakeholders in education. This is because pupils who absent themselves from schools for one reason or another end up not achieving their maximum potential. The purpose of this study was to the effect of regular class attendance on academic performance in Kenya Certificate of Primary Education in public primary schools in Turkana North Sub-County. Classical Liberal Theory of Equal Opportunities provided the theoretical underpinning of this study. The study adopted descriptive survey design. The target population comprised of all the head teachers and teachers in Turkana North Sub-Country from which a sample size consisting of 15 head teachers and 59 teachers was selected to give a sample size of 74 respondents. This represented 30% of the sample. Questionnaires were used to collect data from Head teachers and teachers while interview schedule was administered to the Sub county Education Officer. In addition, document analysis was undertaken with the target documents being the class attendance registers and KCPE performance. Both quantitative and qualitative techniques were used to collect and analyze the data. Statistical Package in Social Sciences version 20 was used to analyze data for the study. Quantitative data was analyzed using t-test while qualitative data was analyzed thematically by closely examining the qualitative data in order to identify common themes, ideas and patterns of meaning that came up repeatedly. The results from data analysis are presented using frequency tables, means, and percentages. The study established that pupils in the county attend class occasionally. It further revealed that class attendance among the pupils is sporadic and irregular. Further, there was a general consensus among the respondents that regular attendance of class resulted in graduating competent pupils and these pupils eventually perform well in their terminal examination and thus regular attendance was an indicator of positive academic achievement. The study recommends that there is need for increased parental involvement in their children’s education in order to address the problem of nonattendance. The findings of the study will be used by policy makers when formulating policies on attendance in schools such as construction of boarding schools which will enhance the achievement of intended educational objectives.

Keywords: Regular Class Attendance, Academic Performance, Public Primary Schools


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