A Report on the Reason for Non-attendance for Bachelor Degree Program Students to identify Policies and Procedures to Improve Attendance

Name

Course

University

Tutor

Date

Abstract

This paper examines the policies and procedures that the Kent Institute Australia could adopt in order to improve students’ class attendance in Bachelor degree program. The primary focus of the research is to establish the reasons for student absenteeism and lateness to class so as to identify means and ways in which attendance could be improved by the Institute. The primary analysis utilizes survey data obtained from a various focus groups, the Institute’s administrative records regarding students’ non-attendance from 2010-2015. The paper also examines the effects of the existing policies and procedures on student attendance at Kent Institute Australia to delineate which areas need improvements. There is strong evidence that students’ non-attendance and late attendance in bachelor degree program are linked to student achievement, instructor preparedness, sickness and student learning attitude.

Table of Contents

Abstract 2

1. Introduction. 3
2. Literature Review.. 3
3. Method and Design. 4

Survey Goal 4

Background Information for Survey Questions. 5

Data Analysis Plan. 5

Student non-attendance survey goal 5

Research Questions. 5

Survey Questionnaire. 8

Sampling Method. 10

Sample. 11

Measures. 11

Procedure. 11

Statistical Analysis. 11

4. Results. 12
5. Discussion. 12
6. Conclusion and Recommendations. 13

1.      Introduction

Educational achievement is usually linked to individual well-being and that of the society. Higher education achievement is increasingly becoming an area of focus among individuals, institutions and governments, with great efforts being put to improve learning outcomes. According to Sjoquist & Winters (2015, p.364), college attainment not only improves the chance for individuals to get employments and higher wages, but also builds a productive labor force for economies. This explains the increasingly institutional and government involvement in policy-making to increase student enrollment and attendance in learning programs. Policy-makers have identified student attendance in class as an influential aspect in higher education attainment, thus pushing for educational institutions to look for best alternative in which this policy goal could be achieved (Sjoquist & Winters, 2015). Kent Institute Australia, being a center for local and international students has focused to meeting the needs of all students to create highly qualified professionals to the labor market.

2. Literature Review

Literature on student attendance in higher education institutions focuses on policies rather the needs of students to identify alternation courses of action to increase attendance. Sjoquist & Winters (2015) identify that most studies on educational attainment focus on merit programs, and only a few studies have carried in-depth analysis of the reasons for student absenteeism. Sjoquist & Winters make it clear that policy makers’ decisions are influence by those individuals who already have higher education achievement, and tend to ignore the reasons for certain educational decision by college people. This undermines the social benefits of such education policies on educational attainment. Understanding what really causes student absenteeism or non-attendance is the key to improving policies and procedures that improve attendance and learning outcomes (Sjoquist & Winters, 2015).

The issues of equity in higher education institutions remain a challenge to student education access and attainment. Research shows that financial aid in colleges and universities tend to have negative impacts on equitable access to education among student. While the aid program is aimed at increasing chances for access to higher education by students from poor families, the burden and hurdles of application and processing for such aid leaves them stressed and having the fear to apply, hence not meeting their financial needs to remain in school (Campbell, Deil-Amen & Rios-Aguilar, 2015).

Campbell, Deil-Amen & Rios-Aguilar (2015) make it clear that financial policies have not really solved the problem of students to achieve higher education, the reasons why some would not be able to meet their needs in school. Such policy programs have not focused on the real problem for achieving policy goals of educational achievement for all. Looking at the broader part of improving student accessibility and attainment lies in identifying the best alternatives to improve student attendance and learning outcomes.

Engaging students in policy-making has proven essential to facilitating programs that help improve student attendance in higher education institutions. Research has shown that policy-makers have continued to focus on decision influencing individuals already with higher education attainment (Sjoquist & Winters, 2015). Engaging students and the young people in deciding on education policies to motivate learning activities would offer a broader view for student absenteeism and how best to improve attendance rates.

3.      Method and Design

Survey Goal

The primary objective of the study is to investigate the policies and procedures that could increase student attendance at the Kent Institute Australia. The specific goals of carrying the survey will be to identify the reasons for student non-attendance and then find alternative means to make improvements.

Background Information for Survey Questions

Student engagement in classroom sessions is essential source of information that would provide insights for understanding reasons for student absenteeism. Investigating student motivation to attend classroom sessions would offer insights on the reasons for absenteeism among student pursuing bachelor degree program. Seeking the views of both attendees non-attendees regarding their attitudes about classroom sessions is a great aspect of the survey questionnaire.

Data Analysis Plan

Student non-attendance survey goal

The survey goal is to obtain feedback and insights on the best alternative policies and procedures to improve attendance. The feedback from the respondents would help assess the reasons for students’ non-attendance and facilitate targeted improvements.

Research Questions

1. How did the participants rate motivation to attending classroom sessions?
2. What aspects of classroom activities did the students like the most?
3. What aspects of the Institute’s activities and policies need to be improved in the future?
4. Who are the non-attendees and what specific needs do they have?

Research questions require segmentation in order to facilitate surveys. Asking more specific and granular questions would help obtain the relevant information from respondents. As such, the research questions are segmented and matched to survey questions to be presented to respondents.  Table 1 presents research questions with the corresponding survey questions that will be asked to the subjects.

Survey Questionnaire

(Tick where appropriately)

1. Gender

Male (     )       Female (      )

2. Year of Study

Year 1 (     )      Year 2 (     )     Year 3 (      )    Year 4 (       )

3. Are you an international student? Yes (      )     No (       )

If yes, indicate your race/ethnicity……………………..

4. In the scale of 1-5, rate your motivation in classroom sessions
5. Excellent ( )
6. Very good ( )
7. Good ( )
8. Fair ( )
9. Poor (  )
10.   What aspects of classroom activities do you like most?
11. Classroom discussion
12. Group work
13. Take away assignments
14. Other (specify)…………………………………………………………………….

………………………………………………………………………………………

5. How many full school days have you been absent in the past three months?

………………………………………………………………………………………………………………………………………………………………………………………………

6. In your own view, list overall reasons for student absenteeism in class

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7. What specific needs do you have that the Institute has not yet satisfied?

……………………………………………………………………………………………..

………………………………………………………………………………………………….

8. What attitudes do you have towards your instructors? Do you like the way tutors instruct in classroom sessions? (Tick Where appropriately)

Yes (       )       No (       )

……………………………………………………………………………………………

………………………………………………………………………………………………

9. What financial aid programs have you benefited from the Institute?
10. Does the Institute have the right policies and procedures to preventing illegitimate non-attendance? Yes (       )      No (       )
11. In your own view, what are the reasons for illegitimate absenteeism in class?

………………………………………………………………………………………………

………………………………………………………………………………………………

12. Suggest policies and procedures that the Institute could implement to increase the rate of student attendance for degree program.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………

Sampling Method

The survey adopted a simple random sampling technique to ensure all subjects in the population have a fair chance to participate. An independent and equal chance is presented to all members, which makes results more valid and reliable for a small target population. McMillan (1996p. 87) asserts that random sampling is very effective in undertaking education research since it provides an opportunity to hear from ay member who randomly qualifies to represent the target group. Moreover, the technique is also convenient in cases where the target population is large. Simple random sampling has its strengths on improving reliability and validity of information gathered in the sample to generalize for the whole population (McMillan, 1996).

Sample

The study drew a sample of 1500 students from Kent Institute Australia from first to fourth year pursuing a bachelor degree program. Out of the total sample, 700 students represented a control group for attendees to understand the overall view why students miss classes. The respondents comprised 49% of males and 51% of females. The response rate from participants was 84%. The respondents were then analysed for their non-attendance and then linked to gender and academic achievement.

Measures

Reasons for school non-attendance were classified into four measures namely;

1. Psychosomatic symptoms: flu, fever, vomiting
2. Subjective health problems: stomachache, headache, muscle pain, fatigue, weariness
3. Truancy: engaging in non-school activities during school
4. School refusal
5. Other non-schooling reasons

The study focused on students to consider their absence in class for the past three months, and to give reasons as to why they were absent, using the items as identified to give relevant information.

Procedure

The students were requested to complete survey questionnaire presented to them with one of the group administrator present to offer assistance where needed. The research was organized in a manner in which it was difficult to identify the respondent. Some questions were left unanswered amounting to 1%.

Statistical Analysis

Analysis utilized descriptive analysis, cross-tabulations and confirmatory factor analysis. Statistical software packages were utilized.

4.      Results

Major reasons for non-attendance of students related to sickness, school phobia/ negative attitude towards the institute, and year of study of the participants. The dimensions for absenteeism among students were supported with students reporting sickness, negative attitudes towards instructors and truancy.

70% of the respondents reported they had been absent for at least one full schooling day. 25% reported being absent for 5 full days. Female students and older students reported high rate of absenteeism as compared to their male counterparts. Female students also reported high rates of truancy. The questionnaire reports also indicated that lack of satisfaction for special needs of schooling was positively related to non-attendance. 51% of the respondents showed students with lower grades were likely to miss classes. Moreover, local and internal status of students did not have any significant effect on schooling. Only 1 out 5 students reported subjective illness, while 3 out 5 reported psychosomatic reasons. The results were linked to gender, academic and race/ethnicity to deduce the attendance rate of target group and what policies could help improve attendance for the identified population (Havik, Bru & Ertesvåg, 2015).

5.      Discussion

Student reasons for non-attendance were overlapping, making it interestingly a concern of what really caused the absenteeism. Having over 20% students missing class for 5 full days makes it a concern to address the problem. The overlapping reasons prove that students could use subjective illness and psychosomatic reasons to cover school refusal and truancy in class (Havik, Bru & Ertesvåg, 2015). The relationship between non-attendance and academic achievement, gender, and ethnicity prove that students use illness and psychosomatic reasons to cover for their absence even when it is not the case. Academic achievement in school is influential for student attendance, and focusing on improving learning processes and outcomes for all students is a way to prevent non-attendance from truant students (Archibald, Feldman & McHenry, 2015).

Students’ reasons for non-attendance in school could be classified into two forms; legitimate and illegitimate reasons. The legitimate reasons are those that are out of control of the student such as sickness and family emergencies. Other psychosomatic symptoms are also classified as legitimate since they are proven to influence student ability to attend school. According to Havik, Bru & Ertesvåg (2015), legitimate complaints are major reasons why students fail to attend classes in school, and for female students such cases are escalated owing to their psychological conditions. The findings that female students reported high rate of absenteeism supports evidence that psychosomatic health complaints are reasons for non-attendance by students since female students are more likely to suffer from such conditions (Havik, Bru & Ertesvåg, 2015).

However, it is difficult to differentiate between legitimate and illegitimate reasons given by students for their absenteeism.  Sometimes students with legitimate reasons for non-attendance may use their psychosomatic complaints to illegitimately justify absenteeism. Havik, Bru & Ertesvåg (2015 p317) point that such legitimate complaints as depression, headaches and other subjective symptoms could signal school refusal which is an illegitimate reason for non-attendance. Students tend to miss classes owing to minor psychosomatic symptoms that could signal truancy. In the long-term, the non-attendance leads to lower learning outcomes and lack of completion of studies.

6. Conclusion and Recommendations

Reasons for non-attendance come in various dimensions and it is important to differentiate between legitimate and illegitimate ones. Understanding the needs of individual students, particularly those who report higher rates of absenteeism will help prevent truancy and school refusal problem. The Institute needs to put in place motivational programs (seminars) and procedures that will allow for follow-up of student absence in class to prevent and deter illegitimate reasons.

The identification of student problems and needs at an early stage could help eliminate illegitimate reasons for student absenteeism. Follow-up of student non-attendance and motivation of students is essential for preventing illegitimate reasons for non-attendance such as truancy. Putting in place motivational programs that could change student attitudes and motivate them to attending classes is a step the Institute should consider in improving student motivation to attend classes. Encouraging instructors to adopt activities that student like best would motivate attendance (Havik, Bru & Ertesvåg, 2015).

Deeper understanding of the individual reasons for non-attendance is required. The clear overlapping of reasons for non-attendance shows that there is need to address individual needs of students to address those problems that students are unable to express as their reasons for non-attendance. The fact that some students could use legitimate reasons to cover illegitimate reasons for non-attendance call for deep engagement with students and identifying the behavior of students with absenteeism problems to really understand the reasons behind non-attendance. Rather than focusing of policies, the Institute should focus on the emotional problems presented by students to overcome truancy reasons and increase learning outcomes (Havik, Bru & Ertesvåg, 2015).

References

Archibald, R, Feldman, D, & McHenry, P 2015, ‘A Quality-Preserving Increase in Four-Year       College Attendance’, Journal Of Human Capital, 9, 3, pp. 265-297, Business Source          Complete, EBSCOhost, viewed 23 December 2016.

Campbell, C, Deil-Amen, R, & Rios-Aguilar, C 2015, ‘Do Financial Aid Policies Unintentionally  Punish the Poor, and What Can We Do About It?’, New Directions for Community   Colleges, 2015, 172, pp. 67-76, Academic Search Premier, EBSCOhost, viewed 23       December 2016.

Havik, T, Bru, E, & Ertesvåg, S 2015, ‘Assessing Reasons for School Non-attendance’,     Scandinavian Journal Of Educational Research, 59, 3, pp. 316-336, Professional        Development Collection, EBSCOhost, viewed 23 December 2016.

McMillan, J.H 1996. Educational Research: Fundamentals for the Consumer ( 2 Ed).        HarperCollins College Publishers: US

Sjoquist, D, & winters, J 2015, ‘State Merit-Based Financial Aid Programs And College    Attainment’, Journal Of Regional Science, 55, 3, pp. 364-390, Academic Search Premier,     EBSCOhost, viewed 23 December 2016.