Research Method About Absenteeism

Topics: High school, Education, University Pages: 12 (3974 words) Published: December 24, 2012
ACKNOWLEDGEMENT

This report represents the endless effort of a continuous learning process involving many individuals. For those who have contributed their time and ideas are sincerely appreciated especially to my lecturer Dr. Norzuwana Bt Sumarjan and Puan Zurinawati Bt Mohi. Without their ideas and criticism, this report would be null and meaningless.

My gratitude also goes to our fellow classmates, who have given us inspiration and motivation to come out with this report. Not forgetting our thanks to our housemates for their time and efforts in giving us the strength to finish up this report in time.

We also would like to thank our seniors who have guided us on preparing the report. Last but not least, thanks to our beloved family for their love and support throughout our study. Thank you so much.

CHAPTER 1 : INTRODUCTION
1.0. INTRODUCTION
One major issues that the higher education organizations currently facing with are the effectiveness dealing with students’ absenteeism and truancy. This study is conducted to gain the full understanding about the causes of the absenteeism and truancy which may affects students study’s performance. In order to provide a clear insight into this study, this chapter starts with the background of this study.

1.1. BACKGROUND OF THE STUDY
Absenteeism becomes significantly problematic when it becomes repetitive and chronic. This problems will be directly affects the students itself especially in their studies performance. When a student has not attended school for a long period of time or frequently misses school, they are classified as truant. In quality terms, absenteeism is a waste of educational resources, time and human potential. Student absenteeism also causes rework and wasted time for lecturers (Adam C. Knowlton).

Absenteeism is a period of time when a student does not attend school. Reasons students do not attend school can be influenced by a number of factors ranging from a lack of community support and an unsupportive school environment or family to bad weather, transportation problems and poor health (Courtney Hocking, 2008). Some students believe that going to classes is optional. This action has caused a great deal of social concern and criticism (Roy Armstrong, 2010).

Students who missed class on a given date were significantly more likely to respond incorrectly to questions relating to material covered that day than students who were present (Newman Wadesango and Severino Machingambi, 2011). The time spent over the entire term on the ongoing activities of the class (class lectures and classroom discussions, any discussion sections, and study outside of class to prepare for class) was most significant in explaining student performance in a given course (Richard C. Schiming, Minnesota State University Mankato). The relation between attendance and performance in one large lecture course suggest that attendance may substantially affect learning (Newman Wadesango and Severino Machingambi, 2011).

Students need to attend school daily to succeed. The good news of this report is that being in school leads to succeeding in school. Achievement, especially in math, is very sensitive to attendance, and absence of even two weeks during one school year matters. Attendance also strongly affects standardized test scores and graduation and dropout rates. Educators and policymakers cannot truly understand achievement gaps or efforts to close them without considering chronic absenteeism (Robert Balfanz and Vaughan, 2012).

That's critical in an environment in which there's so much emphasis on student achievement and accountability. If students are not finding the material interesting, we can say they're not likely to learn it, and they're bored with it and achievement is not likely to go anywhere ( Yazzie Mintz, 2007). Lecture and class room discussion represented the primary means of teaching the course. Written notes on different topics were given to...

References: Armstrong, R. (2010). College Classes - Why Students Like to Skip Them. Reference and Education: College University Article Category .Retrieved from http://ezinearticles.com/?College---Why-You-Should-Attend&id=4045068
Balfanz, R., & Byrnes, V. (2012). Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore: Johns Hopkins University Center for Social Organization of Schools. Retrieved from http://new.every1graduates.org/wp- content/uploads/2012/05/FINALChronicAbsenteeismReport_May16.pdf
Clay. T., & Breslow. L. (2006). Why students don’t attend class. MIT Faculty Newsletter, 18(4). Retrieved from Massachusetts Institute of Technology’s database.
Courtney, H. (2008).The Contributing Factors to Student Absenteeism/Truancy and the Effectiveness of Social Services and Interventions). Social Work Theses. Retrieved from http://digitalcommons.providence.edu/socialwrk_students/18
Denteh, W. O., Yeboah, E. A., Sam, C., & Monkah, J. E. (2011). The Impact Of Student And Teacher Absenteeism On Student Performance At The Junior High School: The Case Of The Kumasi-Metro School District. Department of Mathematics, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana, 4(1), 7-17. Retrieved from Wilolud Journal.
Holdforth, J. C. (2007). A phenomenon of student apathy or poor pedagogy? Student non-attendance in higer education. Retrieved from http://level3.dit.ie/html/issue5/cleary- holdforth/cleary_holdforth.pdf
Knowlton, A. C. (n.d.). Communicatively Exploring Student and Teacher Perceptions.Absenteeism in the College Classroom. Retrieved from http://www.academia.edu/1334299/Absenteeism_in_the_College_Classroom
Mintz, E. Y. (2007). Students are bored, many skip school, lack adult support. IU News Room. Retrieved from Indiana University database.
Schiming R. C. (n.d.). Class Attendance Article. Teaching resources. Retrieved from Minnesota Satate University Mankato database.
Wadensango, N., & Machingambi, S. (2011). Causes and Structural Effects of Student Absenteeism: A Case Study of Three South African Universities. Centre for Learning and Teaching Development Walter Sisulu University,Republic of South Africa, 26(2), 89- 97. Retrieved from http://www.krepublishers.com/02-Journals/JSS/JSS-26-0-000-11- Web/JSS-26-2-000-11-Abst-PDF/JSS-26-2-089-11-1143-Wadesango-N/JSS-26-2-089- 11-1143-Wadesango-N-Tt.pdf
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