Report on

Research proposal

Topic : Factors influencing on Class Attendance

Course title: Business Research

Course code: MGT3132

Section: 03

Submitted To

Dr. Farhana Ferdousi

Assistant professor

Southeast Business school

Southeast University

Banani, Dhaka-1213

Submitted By

Serial Name ID NO. Batch

1 Tasnim Rouf Turjo 2017210000123 47th

Submission Date: 27th May, 2020

 Letter of transmittal

May 27, 2020

Dr. Farhana Ferdousi

Assistant Professor

Southeast Business School,

Southeast University

Banani, Dhaka-1213.

Subject : submission of report .

Dear Madam,

It is an honor and pleasure of us to submit the report on ‘ Factors influencing students class
attendance’ which is part of our BBA program for course Business Research to you for
consideration. We tried to put our best sincere effort to study the related materials,
documents, observing research performed and examine relevant records for pre paring report.

Within the limit, we tried our best to complete the information as comprehensively as
possible and be of your assist if you need any further information.

Regards,

Tasnim Rouf Turjo

Page 2 of 38
Executive Summary
It is essential for students to master practical skills, not only the theory. In class, skills can be
demonstrated by the lecturer and practiced over and over by students, giving opportunity for feedback
from the lecturer and class mates to ensure the correct skills are gained. Students are placed in the
Business study for experiential learning to gain experience and observe the theory in action. The job
and business industry expects students to be able to successfully complete basic tasks assigned to
them to ensure the best possible experience to the client (guest).

In the 2013 HOSP 1A module students were required to successfully complete twenty practical
activities to have been deemed competent to engage in business practice. Only 33% of the students
were able to complete these twenty activities successfully. Upon further investigation it was found
that the students who were able to complete the activities successfully on average attended
approximately 60% of the lectures. Students unable to complete the activities had a significantly
lower class attendance rate. This prompted curiosity in reasons why students do not attend class if the
results of class attendance clearly indicate benefits towards academic success.

Based on this interest, the aim of the study is to investigate factors that affect students’ class
attendance furthermore affecting the overall throughput rate.

Related to the aim the research will attempt to answer the following key question: What factors play a
role in students’ class attendance.

Related objectives to this study is to attempt to understand students’ behaviour in regards to class
attendance. Investigating various factors that affect class attendance and investigating possible
interventions to improve class attendance.

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Contents
Abstract.................................................................................................................................................5
1.Introduction........................................................................................................................................5
2.Objectives of the study.......................................................................................................................6
3.Research Question..............................................................................................................................6
4.Literature Review...............................................................................................................................7
5.Research Methodology:......................................................................................................................8
Limitations Applicable to the Research................................................................................................10
Ethical Considerations.........................................................................................................................10
Data Analysis.......................................................................................................................................11
Biographical information.................................................................................................................11
Figure 5.1: Age Analysis.....................................................................................................................11
Figure 5.2: Previous semester analysis................................................................................................12
Figure 5.3: Analysis on course load.....................................................................................................13
External factors influencing class attendance......................................................................................13
Figure 5.5: Analysis of responsibilities................................................................................................14
Figure 5.6: Analysis of travel time.......................................................................................................15
Figure 5.7: Analysis of transportation method.....................................................................................16
Respondents Motivation levels............................................................................................................16
Figure 5.9: Analysis for studying BBA................................................................................................17
Figure 5.10: Analysis of motivation to attend classes..........................................................................18
Figure 5.11: Analysis of motivation to attend classes..........................................................................18
Respondent perceptions......................................................................................................................18
Figure 5.12: Analysis of justified reasons for not attending classes.....................................................19
Figure 5.13: Analysis of explanations for non-attendance...................................................................20
Figure 5.14: Analysis on course load and difficulty.............................................................................21
Figure 5.15: Analysis on respondents opinion regarding correlation between attendance and academic
performance.........................................................................................................................................21
Figure 5.16: Analysis of opinion on correlation..................................................................................22
Figure 5.17: Analysis effect of class attendance on results..................................................................23
Internal Factors to the institution........................................................................................................23
Figure 5.18: Analysis of effect of class attendance on results..............................................................24
Discussion of Findings..........................................................................................................................25
Recommendations...............................................................................................................................27

Page 4 of 38
Conclusion...........................................................................................................................................29
Bibliography.........................................................................................................................................30
Annexure A: Questionnaire.................................................................................................................33

Abstract
This study quantifies the effects of student behavior, teacher attributes, and course characteristics
on class attendance and performance. Several notable factors that influence attendance and grades
are motivation, prior grade point average (GPA), self-financing by students, hours worked on
jobs, quality of teaching, and nature of class lectures. This study provides strong empirical
evidence of the positive influence of class attendance on student performance.

1.Introduction
a.Background of the study

For some time now, absenteeism from lectures has been recognised internationally as a
concern (Rodgers, 2001; Romer, 1993; Wyatt, 1992). This paper contributes to the
cumulative body of knowledge in this area by investigating the factors that influenced class
attendance. Attendance data was gathered over a full semester fall 2019 using sign-in sheets.
Further information was gathered using a questionnaire, interviews, and secondary data
sources. This work differs from previous studies in that it groups students into three
categories (good, moderate and poor attendees), thus allowing the factors affecting the
attendance of
each group to be examined separately.

Class Attendance in university -

1. The students having attendance 80% and above will be allowed to appear at the
examination as a regular students. The students having attendance less than 80% will not
allowed to appear at the examination.

2. Students should try their best to avoid late entrance in the class room which actually
disturbs the whole class and which may not be permitted.

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3. It is desirable that students attend all the classes during semester or year.

b.Statement of the problem

Students class attendance is one of the most important thing. Because it determines a student
how much sincere about his/her class. Absenteeism is a bad habit of a student. class
attendance and engagement plays an important role in contemporary higher education. The
present study aimed to investigate the compliance of Respiratory Care students to attendance
regulations and the relationship between mandatory class attendance and final exam
performance in four Respiratory Care courses. Attendance was measured by the overall
lecture attendance percent, throughout the course. Students’ performance was assessed by the
final exam mark obtained. No statistically significant differences in student attendance
between the different courses were found.. Positive correlation was found between attendance
and final exam performance in all courses together, but the relationship between the variables
was not statistically significant. Correlation between attendance and final exam results for
each separate course was also examined and found to be positive, but also lacked statistical
significance. Students’ compliance with the student regulations and the overall attendance is
excellent. Class attendance got a positive impact on students’ academic performance. This
suggests that lecture attendance is critical for learning, but a larger study is required to adjust
for other factors like, English language proficiency student CGPA (cumulative average grade
point) and gender and to minimize the effect of the small sample size used in this pilot study.

2.Objectives of the study

 To know students class attendance impacts their final result or not.

 To identify factors influencing students class attendance.

3.Research Question

1. Whether students class attendance impacts their final exam results or not?
2. Which factors influencing students class attendance?

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4.Literature Review
Paise, & Paisey (2004) investigated attending classes reasons for non-attendance of
classes as well as the influence have on the academic results of students. One of the
reasons for non-attendance, namely part-time work was discussed in detail. This
research established that financial difficulties was the main motivation for part-time
work but other factors like age, family responsibilities, socio-economic grouping and
affluence also contributed to students working. 
Other reasons can be assignment preparation, test preparation, illness, timing of lectures,
hangovers and holidays to mention some. The reasons for non-attendance supplied in
this study will be investigated in more depth. 
In research by Arulampalam, Naylor & Smith (2007) the causal effects of class absence
on student performance was researched. Results showed that students missing classes
leads to poorer performance. Findings of the research may state that there is a correlation
between a student’s class attendance and their academic results. 
In an article by Clearly-Holforth (2007), the author points out several relevant reasons
given by students for not attending classes. The author emphasise that it is essential that
the educator and higher education institutions pays attention to reasons for
nonattendance. Examples of reasons that students cited for non-attendance include
difficult/boring subject content, lecture presentations, timings of lectures and conflicting
assignment dates. This article points out the importance of the educator's role in being
aware of problems that students may experience that may lead to nonattendance. The
article is significant to the research proposal as it refers to the educator’s role in
managing some of the problems. 
Research done by Moore, Armstrong & Pearson (2008) found it evident that students
experience a variety of pressures while studying in higher education. They are
continuously considering their options of whether it is worthwhile to be in class. It is
argued that non- attendance is the students’ way of dealing with other aspects of the
course and life. It provides a signal that students are finding it difficult to cope, either
emotionally or practically, with the content, processes or schedules associated with the
formal learning curriculum. 
Clark et al. (2011) conducted a research study aimed at understanding lecture attendance
and reasons for class attendance. The researchers statistically examined the relationships

Page 7 of 38
 between attendance and performance for first-year and third-year students. The study
concluded that there is a reasonably positive relationship between high class attendance
and improvement in academic performance. 
Chou & Kuo (2012) examined the connection between four student attitudes and how it
relates to class attendance and performance in Taiwan Colleges. This research takes into
account the level of difficulty of the courses, the topics covered in the courses and
student’s motivation towards attending the specific course. A significant correlation
between class attendance and class performance was one of the research findings. 
In the research study completed by Friedman, Rodriques and McComb (s.a.) the writers
explore different reasons for higher education students not attending classes and discuss
various implications related to this phenomenon. After the initial data analysis twenty-
three (23) reasons for attendance was identified and thirty-three (33) reasons for non-
attendance. Student characteristics like gender, age, residence, part time jobs and course
loads were found not to affect students’ class attendance significantly. One student
characteristic that did affect class attendance was students with better academic records
attend classes more frequently. Course characteristics that did affect attendance was
identified in this research as motivation, type of course, lecturer status and enrolment
size. 
Findings from the above research will be considered during the design of the data
collection tool as well as during the analysis of data related to the topic of factors
affecting students’ class attendance. 

5.Research Methodology: 
Research Design: 
This research article is based on an exploratory research design approach. Exploratory
research can be used to help identify and clarify the decisions that need to be made
(Zikmund). In this research, quantitative methodology will be used. The research
problem will be investigated using numeric results. Data will be collected and translated
into statistical figures, from where conclusions will be drawn (Alzheimer Europe, 2009;
Crotty, 1998). This research allows more contact between the researcher and the
research participants. It also uses additional methods such as survey research and
qualitative methods such as interviewing to aid in the research process (Davis, 2008, pp.
32-33; Taylor & Medina, 2013, p. 2). 
Data Collection Method: 

Page 8 of 38
For the purpose of this research a survey will be conducted to collect data. Survey
questionnaires are standardised research instruments where participants comment on
their own behaviour. Information regarding biographical details of participants,
behaviour, opinions, beliefs and convictions as well as attitudes can be obtained via
questionnaires (du Plooy-Cilliers, et al., 2014, p. 149; Welman, et al., 2010, p. 149).
Questionnaires are the primary data collection tool, and attendance data will be collected
from the System for Academic Management (SAM) as the secondary data source. 
Using a questionnaire is an economical instrument with all participants receiving the
same questions. Participants are also not required to supply their names, so it guarantees
anonymity. The questionnaires will be reliable and valid as students will answer the
questionnaires themselves (McMillan & Schumacher, 2006, pp. 194, 211). A
questionnaire has been provided through Google form via internet because of this
pandemic, asking students to recall a time during the semester in which they did not
attend scheduled lectures. Total 30 students responded. Students will be asked to
describe the circumstances for their absence and will be given a list of prompts to assist
them in identifying the reason for their absence. The questionnaire will ask students the
approximate number of lectures they did not attend during the semester. The survey 
questionnaire is a combination of closed-ended questions and a small amount of open-
ended questions used to clarify and give more information towards the closed-ended
questions. In some instance a Likert scale will be used to measure a student’s attitude
and opinions; thereby giving students the opportunity to show how much they agree or
disagree with a statement. (The University of Texas: Division of Instructional Innovation
and Assessment, s.a., p. 2). Using multiple-choice questions have some disadvantages.
Participants may feel irritated as responses are predetermined. The advantage of using
closed-ended questions is that it enables the researcher to study and compare results
from questionnaires easily and faster. The survey questionnaire provides students the
opportunity to think about their response before ticking the correct one or writing down
a response (McMillan & Schumacher, 2006, p. 211) (Welman, et al., 2010, pp. 175-
176). Open-ended questions offer the participants an opportunity to express themselves
more accurately. This will result in more comprehensive and time-consuming analysis of
the results to draw comparison of data collected (Welman, et al., 2010, pp. 175- 176). 

Page 9 of 38
 Research Population and Sampling:
 The students of Southeast Business School among them who have taken Business
Research course will be the population of the research. A non-probability, and accidental
(convenience) sample applies here. Non-probability sampling is convenient for a small-
scale exploratory research project with findings that do not need to be generalized but
rather to understand the problem. This sampling is not complicated and it is not
expensive. Accidental sampling involves using respondents that is already there, like this
class of Business Research students (Cohen, et al., 2007, pp. 113-114; Du Plooy-Cilliers,
et al., 2014, p. 142; McMillan & Schumacher, 2006, p. 125; Welman, et al., 2005, pp.
67-68). A sample of 30 students who have registered Business Research course will be
used for this research study. 

Limitations Applicable to the Research

As this is a non-funded research project to be conducted within a limited time-frame with limited
scope, the research will only relate to a private tertiary institution campus in Dhaka. Other limitations
may be that students may not be willing to participate in the research study.

The small class size is also identified as a limitation.

Ethical Considerations

In research, ethical practice is essential. The three main ethical aspects to consider are confidentiality,
permission and informed consent (Stringer, 2008, p. 47).

In this research the respondents all gave written consent and completed a questionnaire anonymously.
The private tertiary institution gave permission for research to be conducted in the classroom
environment.

Page 10 of 38
Data Analysis

Biographical information

Detail as to who the respondents are and personal circumstances that may influence class attendance
is important to establish factors that affect class attendance. Related to personal information
respondents were asked their age and their prior experience. Findings of these questions indicate that
40% of the respondents are between 18 and 20 years of age, 20% between the age of 21 and 23 of age
with the remainder 20% being between the ages of 24 and 26 years.

Age 27-30 Older than 30

0% 0%

24-26 18 –20
40% 40%

21 - 23
20%

Page 11 of 38
Figure 5.1: Age Analysis

In the year prior to enrolling for the course 33% of the respondents worked in 2019,17% travelled and
50% was studying other courses.

Worked
33% Studied
another
course
50%
Travelled
17%

Figure 5.2: Previous semester analysis

As part of the biographical information respondents’ response to their last month’s class attendance
are illustrated in figure 5.3. Seventeen percent (17%) of respondents did not miss any classes, 17%
missed very little and 33% of respondents missed some classes. Seventeen percent (17%) of
respondents did not attend classes and 16% of respondents were not sure how many classes they
missed.

Page 12 of 38
 Attendance in the last month
Did not miss any
classes
17% Not sure
16%

Missed very
little classes did not attend
17% 17%

Missed some
classes
33%

Figure 5.3: Analysis on course

load

External factors influencing class attendance

It is imperative to establish external factors that may affect class attendance, detail as to the
respondents responsibilities apart from studying were requested as well as transportation information.

In figure 5.4 the findings establishes how many respondents are responsible for their own fees. In
accordance with Revell & Wainwritght (2008, p. 219) this can be a motivation for a respondents to
have a part time job to pay their tuition fees. Fifty percent (50%) of respondents’ parents pay their
fees, 16% of fees are paid by a trust and 17% are study loans. The remaining 17% is paid by other
means like family.

Responsibilities outside of the Higher Education Institute (HEI) might affect class attendance. None
of the respondents have any dependents, 60% of respondents do have family responsibilities outside
of college and 20% of respondents do have a part time job.

Page 13 of 38
 Responsiblities
120

100
100 40 80

80

60 No
Yes
40

20

0
Dependents or Family responsibilities Part time job
children?

Figure 5.5: Analysis of responsibilities

Page 14 of 38
The rational in asking questions relating to travel time, travel method and travel distance was to establish
if this external factor affect student’s attendance. In figure 5.6, 40% of the respondents only travel 10
minutes at most, 40% travel between 10 and 20 minutes with the remaining 20% traveling between 20
and 30 minutes.

0% Travel time
0% 0%
0%

Less than 10 min

20%
Between 10 & 20 min
40% Between 20 & 30 min
Between 30 & 40 min
Between 40 & 50 min
Between 50 & 60 min
40%
More than 60 min

Figure 5.6: Analysis of travel time

In figure 5.7 below methods of transportation is illustrated with 80% of the respondents that travel by bus
and 20% travel by car and motorcycle.

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 Transportation method
By Foot
0%
Train Other
0% 20%
Lift club
0%

Bicycle
0%

Motorcycle /
Car
scooter
80%
0%

Figure 5.7: Analysis of transportation method

Respondents Motivation levels

It is important to establish the respondents’ motivation levels as motivation may affect class attendance.
Motivation can be an external but also an internal factor.

Based on the information presented in above figure 5.9 it is evident that 80% of respondents enrolled for
the course as they see this as a future career choice.

Page 16 of 38
 Motivation for studying BBA

0%
This is what I would like to do when I start to
work
20%
I am not sure what I want to do, so this
0% sounded like a good option

I want to check out what this career is all

about, I might be interested in this on the long
run
Other
80%

Figure 5.9: Analysis for studying BBA

Respondents also were asked about their primary motivation for attending class. In Figure 5.10 the
finding illustrate that 80% of the respondents indicated that they attend class to listen and be exposed to
the theory. Twenty percent (20%) of respondents indicated there is other reason for their class
attendance.

0%
0% Motivation for attending class
I paid for the classes
20% It is a time to be social with my friends
0%
0% I listen and pay attention to the lecturer, this expose
me to the theory in a different way
My parents / fee payer expect me to attend
80% I am able to contribute and ask questions to help me
understand the theory
Other

Page 17 of 38
Figure 5.10: Analysis of motivation to attend classes

The findings indicate that respondents attend classes to listen and pay attention. Only 20% of respondents
indicated that their parents worked hard to ensure that they can study and they appreciate the opportunity
to study. It is very evident that respondents do not see it as a social time.

Respondents also indicated their motivation level to study and to complete their chosen course. In figure
5.11 the findings indicate that 80% of respondents indicated that they are somewhat motivated to study,
with only 20% of respondents that are very motivated. But 80% of respondents indicated that they are
very motivated to complete the course, with only 20% of respondents that was only somewhat motivated.

80

60
How motivated are you
40
to study?
20 How motivated are you to
complete this course?
0
Very
Somewhat
Motivated Not
motivated
motivated

Figure 5.11: Analysis of motivation to attend classes

Respondent perceptions
The respondents’ perceptions regarding their studies and their class attendance may highlight elements
that possibly will affect class attendance.

In Figure 5.12 the respondents commented regarding justification for non-attendance with 37% of the
respondents indicated that sickness is a valid justification for absence. Twenty-five percent (25%)

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indicated that family commitments are valid reason for absence and 13% of respondents indicated that
lecturer is too early in the morning is a valid reason for absence, with 12% indicated that work being too
easy is also a valid reason for absence. Thirteen percent (13%) of respondents indicated that there are
other reasons for absence.

Non attendance jusitification Students in class are

disruptive
Work is to easy, can
Other study on my own 0%
13% 12%
Lecture is too early
Work in the morning
13% 0%
Work is too difficult;
I waste my time in
Family I am sick class.
commitments 37% 0%
25% Students in class do
not contribute Lecturer is boring
0% 0%

Figure 5.12: Analysis of justified reasons for not attending classes

The respondents were requested for justification for their non-class attendance in the past month. The
question was to determine if the respondents’ perception about justified reasons and their personal
reasons for not attending correlate. Of the respondents that indicated that they did not attend classes in the
last month, 25% of respondents indicated that laziness was the cause of their non-attendance. Sickness
was the cause of 25% of the respondents’ non-attendance. Twenty-five percent (25%) of the respondents
missed class trying to catch up other classes and another 2% missed classes due to the death of a relatives
.

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 Reasons for non class attendance

Catchin up on Lazy
other classes 25%
25 %

Death of sibling Sick

25% 25%

Figure 5.13: Analysis of explanations for non-attendance

In figure 5.14 respondents were requested to give their opinion on the course load with 80% of the
respondents were neutral on their opinion, only 20% disagreed with the statement that the course load
was heavy. Sixty percent (60%) of respondents were neutral on the difficulty level with 40% of
respondents disagreeing with the statement that the course is difficult.

Internal Factor
Course Load and Difficulty
90
80
70 Do you find that course load is too heavy?

60
50
40 Do you find the course difficult?
30
20
10
0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

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Figure 5.14: Analysis on course load and difficulty

The respondents’ perception on the correlation between attendance and academic success was
investigated in an attempt to determine if that could be a factor in respondents attendance, all respondents
belief there is a correlation.

Correlation between attendance

and academic success
0%
Yes No

100%

Figure 5.15: Analysis on respondents opinion regarding correlation

between attendance and academic performance
In figure 5.16 it is shown that 40% of respondents consider that attendance effect academic success.
Twenty percent (20%) believe attendance is important in this module as it is very practical, 20% feels
that theory needs to be explained and personalised, the final 20% states that non-attendance leads to
falling behind and being lost.

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 Students' opinion regarding correlation
Theory need to be Less attendance
explained and lead to falling
personalised behind and being
20% lost
20%

Attendance is Practical learning

linked to academic 20%
success
40%

Figure 5.16: Analysis of opinion on correlation

In a quest to establish the respondents’ motivation for attending class, the respondents’ perception of how
attendance contributes to academic success was investigated. As shown in the pie chart below, 20% of
respondents indicated that in class learning helps with theory to be retained longer. Twenty percent (20%)
of respondents’ aim is to learn something in class and recognised that this goes hand in hand with a good
lecturer and listening in class and another 20% of respondents indicated that attendance leads to more
understanding which improves the academic results. Twenty percent (20%) of respondents believed that
through discussion in class, they are allowed to get a deeper insight and 20% of respondents indicated
that they will miss content that is vital to the course if they miss class.

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 Respondent's opion regarding results and due
to class attendance
As I would have In class learning, it
missed content that stays in your mind
is vital for the longer as it is face
course to face rather than
20% reading out of a
book
20%
Your aim when you
go to class is to
It means what I learn something.
learn through a Usually this is the
More
discussion, allowing case if you have a
understanding
me to get a deeper good lecturer or
mean good marks
insight into what listen in class
20%
I'm studying 20%
20%

Figure 5.17: Analysis effect of class attendance on results

Internal Factors to the institution

In the final questions the researcher explored respondents’ receptiveness to online presentation.

Figure 5.18 shows the findings regarding online presentation and support offered. Hundred percent
(100%) of respondents indicated that this module cannot be presented online and 80% of respondents
believed this module can be supported online with only 20% that did not think it is possible to support the
module online.

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 Online presentation and support
100

50

0
Yes
No

Can this module be presented online?

Can this module be better supported online?

Figure 5.18: Analysis of effect of class attendance on results

In figure 5.19 the respondents indicated what type of online support they think will benefit them in their
studies in this module. Twenty-five percent (25%) indicated that online tasks will be helpful, with 25%
that thought vodcasts and video clips can be useful. Eight percent (8%) indicated journal writing, 8%
showed interest in an online glossary, 17% indicated online Wiki’s and another 17% showed interest in
blogs.

Page 24 of 38
 Online activities Discussion Forums
0%

Journal
writing
8%
Online tasks Blogs
25% 17%

Glossary online
Vodcasts / Video 8%
clips
25%
Wiki’s
17%
Self and peer
assessments
0%

Figure 5.19: Analysis with regards to type of online support

Discussion of Findings

The research analysis was considered in five major themes. The researcher analysed the data collected
according to biographical information, external factors influencing class attendance, motivation,
respondents’ perceptions and internal factors to the institution.

The institution or lecturer do not have any control over biographical information and external factors
influencing class attendance, however the institution and lecturer can evaluate and address some of the
internal factors. Motivations and respondents’ perception can be seen as both external but also internal, so
it is important to also evaluate these two themes and assess how attendance can be positively affected.
The average attendance for this module was 71% with attendance during the last month of classes around
74%.

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In the findings regarding responsibilities it is clear that dependents do not affect the attendance of classes
in this group of respondents, but respondents with family responsibility will be less likely to attend
classes if they have family commitments (Paisey & Paisey, 2004, p. 41).

Related to the views of Paisey & Paisey (2004, p. 41), part time jobs have very little effect on average
class attendance in this group of respondents.

Contradictory to Schmulian & Coetzee (2011, p. 10) findings and agreeing with Friedman’s (s.a., p. 128)
travel time, distance and area do not really affect class attendance in this group.

Linked to the views of Friedman, Rodriques and McComb (s.a., p. 129), the assumption can be made that
respondents that choose the course are motivated to attend classes. The motivation levels of students to
study are extremely important as pointed in previous studies. In the findings it is thought-provoking to
see that respondents are not motivated to study but they are motivated to complete the course as well as
continue into a career . (Friedman, et al., s.a.) (Moore, et al., 2008).

Motivation can be intrinsic or extrinsic. As this research study was an exploratory study, the researcher
will not discuss the theory behind motivation in detail, but rather just comment on the fact that the
lecturer can affect the respondents’ motivation on an extrinsic level.

From the findings it is also evident that respondents attend classes to listen to the lecturer and learn
theory but also skills that cannot be taught in a text book or online. The interpretation indicated that
respondents see the relation between attendance and understanding the work, practical application of the
work and also the fact that they do not fall behind, but it does not guarantee their attendance.
Respondents also indicated that discussions in class help them to internalize the theory and make it easier
to remember on the long term (Cherry, s.a.).

It is evident that respondents’ acknowledge the fact that their academic performance is enhanced by
attending classes. Respondents also indicated that the physical manner of the module is essential for the

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hands on industry it is preparing them for. The practical aspects cannot be replicated online and
respondents also thought that the practical aspects made class fun.

Respondents will be less likely to attend classes when they are sick and more likely to attend when the
class is boring or work is too difficult. The findings also indicate that respondents can justify not
attending one lecturer to make up for another module where they have fallen behind. The findings
indicate that the course load and difficulty level of the BBA program might have an effect on attendance
or non-attendance. As Kottasz (2005, p. 11) found that various respondents found lectures boring and not
worth attending, if a respondent perceive a course to easy or not challenging it could lead to non-
attendance. In this research the respondents indicated that the course is not that challenging. From the
research it is evident that respondents miss class for various reasons, like catching up with other course
work, being ill and even finding the class to easy.

The implication of this finding indicates that respondents will be accepting of online interaction to
enhance the learning experience, but do value the class room interaction as this is a practical module.

The findings of this analysis indicate that respondents will be likely to accept the use of online tasks,
vodcasts and video clips. Blogs, Wikis as well as journal writing and online glossaries can also be
incorporated into this module as a method to enhance the respondents learning experience. The findings
also indicated that respondents are most likely will not respond to journal writing and online assessments.

Recommendations

The research has highlighted several aspects that can be addressed in the attempt to improve attendance.
Start the semester with students entering into learning contracts with the lecturer, this will help set the
standard and motivate students to keep to the contract (Sheridan, 2012).

It is essential for the lecturer to adjust and ensure that students experience the practical aspects. In this
module it is easy to take students to establishments where they can observe the different aspects and also

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get involved with the practical aspect like making coffee. These outings need to be paired with a journal
activity, a class activity or a quiz where students get to reflect on their learning that counts toward their
final result, in this way the value of the lecture is increased and made relevant to industry (Louisiana
State University, s.a).

Scheduling guest lecturers from industry will also motivate students. Guest lecturers in this module can
easily be done when theory of tea and cheese is covered (Louisiana State University, s.a).

The researcher would also recommend for the lecturer to build relationships with students, ensuring that
there is follow up with the students if they are not in class. By a quick e-mail or telephone call the lecture
shows concern and interest in the students. The student will also realize that the absence was noticed and
someone does care. This recommendation can also be enhance by setting up a mentorship with students
from the 2nd or 3rd year mentoring 1st year students, again creating the environment where the students
know that someone does care, when they do not attend classes (Couch, n.d., p. 1; Sleigh & Ritzer, 2001).

Considering the above recommendation, an early intervention is recommended. It is recommended that

lecturers investigate and meet with students with low attendance rather early than later in the semester
(Railsback, 2004).

Attendance policies are a controversial topic in Higher Education as students at this level need to be
accountable for their own decisions. The researcher however beliefs there is some value in an attendance
policy for modules with a practical component, requiring students to attend 70% of classes to be allowed
to enter exams (Chenneville & Jordan, 2008, p. 33).

The research recommends that online tasks and interactive activities are part of the module, enhancing
the practical aspects and reinforcing the theory. Concepts that can be illustrated in a video like setting a
table or carving a fish can be a task for students to complete before or after a theory class. The students
will in class practice the practical aspects of this theory. Students can make vodcasts and upload them for
feedback for the lecturer or their class mates.

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The researcher also recommends that not all class notes are posted on line, but that detailed notes are only
handed out in class. Lecturer slides that are posted online, needs to be minimalistic, this will ensure that
students know that they still have to be in class to understand the notes. It is also important that the
lecturer do not only read from the text book, but add real value to the time in class (Sleigh & Ritzer,
2001, p. 2).

The challenge is to motivate students to see the short term goals in a more positive light, ensuring that
students are not bored by creating a class culture of collaboration through discussions and group
activities. A lecturer that is setting an example, coming to class prepared, on time, knowing the subject
matter not only the book theory and by showing motivation and inspiring will in directly also motivate
the students (Williams & Williams, s.a., p. 2).

Conclusion

At the start of the research, the researcher set out to investigate factors that affect students’ non-
attendances. The researcher offered further research possibilities, summarised findings of the research,
and presented recommendations that can be incorporated in future in this aspect and other aspects.

The researcher would like to recommend further investigation into possible factors with future groups of
students in the same department. The researcher would also suggest that similar research is done on
different departments across the BBA program. Further research can be conducted to investigate if the
size of a class will influence attendance.

Based on further research as this research was exploratory by nature, recommendations made in this
research can be applied to other modules.

In conclusion it is imperative to highlight that this exploratory study has focused specifically on factors
effect attendance of the students. Research findings largely confirm findings in previous research,
highlighting students’ motivation as a critical factor, which can be influenced by a motivated, engaging,
lecturer that is inspiring in class.

Page 29 of 38
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Annexure A: Questionnaire

program

Please tick the most appropriate option. If you should tick other, please give an example. What is your
current age?
18 –20
21 - 23
24-26
27-30
Older than 30

1. What did you do last semester?

Finished school
Studied another course
Took a gap year
Travelled
Worked
Other
Please clarify other:

__________________________________________________________________

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2. What is your motivation for studying this course?
This is what I would like to do when I start to work
I am not sure what I want to do, so this sounded like a good option
I want to check out what this career is all about, I might be interested in this on
the long run
Other
Please clarify other:

_______________________________________________________________

3. Do you have any dependents ?

Yes
No
If yes, How many

4. Do you have any family responsibilities outside of college?

Yes
No
If yes, what responsibilities

5. Do you have a part time job

Yes
No
If yes, what part time job

6. Who is responsible for paying your study fees?

Yourself
Parents
Trust
Bursary
Study loan
Sponsorship

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 Other
Please clarify other:

_________________________________________________________________

7. How long does your trip to University take?

Less than 10 min
Between 10 & 20 min
Between 20 & 30 min
Between 30 & 40 min
Between 40 & 50 min
Between 50 & 60 min
More than 60 min

8. How do you travel to University?

Car
Motorcycle / scooter
Bicycle
Lift club
Train
By Foot
Other
Please clarify other:

________________________________________________________________

________________________________________________________________

9. What is your primary motivation for attending class?

I paid for the classes
It is a time to be social with my friends
I listen and pay attention to the lecturer, this expose me to
the theory in a different way
My parents / fee payer expect me to attend

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 I am able to contribute and ask questions to help me
understand the theory
Other
Please clarify other:

________________________________________________________________

10. What reasons do you think is justified for not attending classes?
Lecture is too early in the morning
Lecturer is boring
Students in class are disruptive
Students in class do not contribute
Work is to easy, can study on my own
Work is too difficult; I waste my time in class.
I am sick
Family commitments
Work
Other
Please clarify other:

_________________________________________________________________

11. In the last semester how many times did you not attend classes ?
_________________________________________________________________
_________________________________________________________________

12. What were the reasons for your non-class attendance?

_________________________________________________________________
_________________________________________________________________

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13. Do you find that course load is too heavy?
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

14. Do you find the course difficult?

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
15. How motivated are you to study?
Very Motivated
Somewhat motivated

Not motivated
16. How motivated are you to complete this course?
Very Motivated
Somewhat motivated

Not motivated

17. Do you think there is a correlation between attendance and academic performance?
Yes
No

18. What correlation do you belief exist between attendance and academic performance?
_________________________________________________________________

_________________________________________________________________

19. Why do you belief your class attendance had an influence on the academic results you will receive?

________________________________________________________________

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 ________________________________________________________________

________________________________________________________________

20. In your opinion can this lessons be presented online? Please motivate your answer.

________________________________________________________________

________________________________________________________________

21. Can this lessons be better supported online?

Yes
No

22. Which online support would have benefitted your experience and success in this module?
Discussion Forums
Journal writing
Blogs
Glossary online
Self and peer assessments
Wiki’s
Vodcasts / Video clips
Online tasks

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