ii

STUDY ON IMPACT OF ABSENTEEISM ON STUDENTS

PERFORMANCE

BY
Kapil Singh Mauni

P.U. Registration no. 2021-2-03-5914

Exam Roll No. 21037067
6thsemester

A project Work Report submitted to Pokhara University in partial Fulfillment of the

requirements for the degree
Of
Bachelor Business Administration
Amity College
Faculty of Management
Pokhara University
Mahendranagar, Kanchanpur
Jan 2025
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DECLARATION

I hereby declare that the project work report entitled “STUDY ON IMPACT OF
ABSENTEEISM ON STUDENTS PERFORMANCE” submitted for the BBA is my original
work and the Project Work Report has not formed the basis for the award of any degree,
diploma, or other similar titles.

….……………………………
Signature of the Student
Name: Kapil Singh Mauni
Date: jan, 2025
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CERTIFICATE

This is to certify that the Project Work entitled Study on Absenteeism and Performance of
College Students in ‘Nepal’ submitted by Kapil Singh Mauni, Rollno-21037067 for the partial
fulfillment of the requirements of BBA embodies the bona fide work done by him under my
supervision.

…………………………………………. ………………………….
Mr. Chakra Patali External Examiner
Supervisor
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ACKNOWLEGEMENT

The Undergraduate Research Project (UGRP) “STUDY ON IMPACT OF ABSEENTISM ON

STUDENTS PERFORMANCE” has been prepared to fulfill the partial requirement for the
BBA degree of Pokhara University. Thank you, Amity College, for providing us a golden
opportunity to enhance our knowledge and skill through this report. This project would not have
been possible without the help and dedication of few people to whom I must extend my sincere
gratitude.

I express my deep sense of indebtedness to my respected supervisor, Mr. Chakra Patali for the
supervision, guidance, moral support and constructive suggestion during the period of my
research. Without his valuable insight, I would not think of accomplishment of this research
project.

Likewise, I would like to express my sincere gratitude and the deepest appreciation to Mr.Amit
Bhatt for assisting in analysis of the result. I would also like to offer my great thanks to those
who have directly or indirectly given me time and provided valuable information while preparing
for the report. Also, my family, organization members and friends who were always there to
support and encourage me and propelled me to work hard and excel in whatever I do. Finally,
without being supported by all of those mentioned above the dissertation report would not have
come into this final shape.

Thank You,
Kapil Singh Mauni
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TABLE OF CONTENTS

DECLARATION.............................................................................................................................ii
CERTIFICATE..............................................................................................................................iii
ACKNOWLEGEMENT.................................................................................................................iv
TABLE OF CONTENTS................................................................................................................v
LIST OF TABLE...........................................................................................................................vii
TABLE OF FIGURES.................................................................................................................viii
CHAPTER I....................................................................................................................................1
INTRODUCTION...........................................................................................................................1
1.1 Background............................................................................................................................1
1.2 Statement of Problem............................................................................................................2
1.3 Objectives of the Study..........................................................................................................2
1.4 Significance of the Study.......................................................................................................2
1.5 Literature Review...................................................................................................................3
1.6 Causes of Absenteeism..........................................................................................................4
1.6.1 Socio-economic and personal factors..............................................................................4
1.6.2 Financial constraints.......................................................................................................4
1.6.3 Lack of motivation..........................................................................................................5
1.6.4 Accessibility of transport and travel time:......................................................................5
1.7 Research Design.....................................................................................................................6
1.7.1 Population and Sample....................................................................................................6
1.7.2 Data Collection Procedure...............................................................................................7
1.7.3 Data Analysis..................................................................................................................7
1.8 Influence of absenteeism on academic performance:............................................................7
CHAPTER II...................................................................................................................................9
DATA PRESENTATION AND ANALYSIS.................................................................................9
2.1 Demographic Analysis...........................................................................................................9
2.1.1 Age group........................................................................................................................9
2.1.2 Involvement in job.........................................................................................................10
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2.2 Descriptive analysis.............................................................................................................10

2.3 Major Findings.....................................................................................................................13
2.4 Discussion............................................................................................................................15
Chapter III......................................................................................................................................16
SUMMARY AND CONCLUSION..............................................................................................16
3.1 Summary..............................................................................................................................16
3.2 Conclusion...........................................................................................................................16
Bibliography.................................................................................................................................18
APPENDIX....................................................................................................................................20
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LIST OF TABLE

Table 1: Age Group of Respondent.................................................................................................9

Table 2: Involvement in Job..........................................................................................................10
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TABLE OF FIGURES

Figure 1: Theoritical Framework.....................................................................................................6

Figure 2: Age Group of Respondents..............................................................................................9
Figure 3: Involvement in Job.........................................................................................................10
 1

CHAPTER - I

INTRODUCTION

1.1 Background

A student is expected to be regular and punctual. It is believed that the success of student
depends upon the regularity and attending all the meeting of the classes in which the student is
enrolled. The attendance is significant contributor of the student course grades.

It seems like common sense to assume that regular class attendance will improve course grades.
Unsurprisingly, most studies that test for a positive correlation between class attendance and
course grades find one, often a statistically significant one, and sometimes it’s the strongest
factor amongst others that are tested, including High School GPA, gender, socioeconomic status,
motivation, and conscientiousness (Smith, 2024).

The term Absenteeism mentions a situation where the learner is not present or available in the
study area for whole day. Absenteeism is increased when a learner does not appear in the
classroom or the clinical learning area due to verity of the reasons like deficiency of suitable
resources, lack of the academic staff, or shortage n of any equipment etc. (Johnson, 2023).
The propensity to be missing the school or work place without the good reasons is an act of
Absenteeism. Absenteeism is performed or the habit of being absent from the learning area. The
students who are unable to attend school, collages or the universities classes are called absentees.
In the developing countries the economics is a big contributor in absenteeism because less
attention is paid to improve the education quality. The low-income family background students
has higher rate of absenteeism (Brown, 2022).

The different physical and emotional factor resulting into the absenteeism. Physical health issues
like vision or hearing impairments, the pain related issues and some chronic disease negatively
impact the students’ attendance. Emotional and safety issue led to ward absenteeism
Nepal’s education system is mostly based up on the assumption that students should be in class
every weekday. In other words, the public education system is based on the assumption that
students should regularly attend school.
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The impact of absenteeism on exam performance is particularly noteworthy. Examinations serve

as vital assessments of students' understanding and proficiency in business-related subjects.
Chronic absenteeism results in missed lectures, discussions, and collaborative learning
experiences, creating knowledge gaps that are challenging to fill independently. These gaps
affect students' exam preparation, as they lack exposure to essential classroom interactions and
formative assessments, impeding their grasp of fundamental concepts (Miller, 2020)

1.2 Statement of Problem

This study aims to investigate the relation between absenteeism and exam performance among
undergraduate business students. The research will explore the reasons behind absenteeism
specific to business students and analyze how it impacts their performance in examinations.
Understanding these factors can provide valuable insights for educators and administrators to
develop targeted interventions and support systems for undergraduate business students
struggling with attendance and academic achievement.

1.3 Objectives of the Study

The main objectives of this research are:

 To identify the factors contributing to absenteeism among undergraduate students.

 To assess the impact of absenteeism on the academic performance of undergraduate students.
 To provide effective strategies to minimize absenteeism and improve academic performance.

1.4 Significance of the Study

This study holds significant importance for undergraduate business education institutions,
faculty, students, and policymakers. By comprehensively understanding the factors influencing
absenteeism and its subsequent impact on exam performance in business education, institutions
can implement targeted interventions. These interventions can include specialized mentoring
programs, career-oriented counseling services, and innovative teaching methodologies aimed at
improving attendance and academic outcomes among business students.
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1.5 Literature Review

Absenteeism is a significant concern in academia because it affects both student performance

and the student-instructor relationship. The impact of attendance varies depending on the type of
class; some classes require direct understanding from the instructor, while others can be learned
through textbooks and memorization.

Traditional instruction in undergraduate courses has typically involved lectures and tutorials.
Research consistently shows that students with high attendance tend to perform better
academically than those with poor attendance. However, with the advent of the internet and the
availability of online lecture notes and resources, it is important to reassess the significance of
class attendance in this digital age. If class attendance is found to be less critical for academic
performance, traditional teaching methods may need to be adapted or replaced to stay relevant.

Levin and M.C. (1987) developed a theoretical model showing that increasing instructional time
doesn't necessarily lead to higher student achievement due to a decrease in effort per unit of time.

Kerr (1990) found an inverse relationship between course grades and attendance, controlling for
study time and perceived course value.

Romer (1993) surveyed attendance in economics classes at different institutions, finding that
absenteeism was highest at large public universities and lowest at small liberal arts colleges.
Courses with significant mathematical content had lower absenteeism.

Ellis (1995) found that while low levels of absenteeism didn't significantly affect learning,
excessive absenteeism had a negative impact on performance.

Marburger (2001) used multiple-choice exams models to show that absenteeism increases the
likelihood of incorrect responses. He also demonstrated that mandatory attendance policies
reduce absenteeism and improve grades.

Chen (2006) linked cumulative attendance to better exam performance, with about a 4%
improvement.

Astrid (2011) found a positive but weak correlation between attendance and performance, with
cultural and ethnic differences affecting this relationship.
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Absenteeism can be caused by various factors, including student-related, family-related,

institution-related, and societal factors. Eastman et al. categorized absenteeism into occasional,
single-day, and habitual absenteeism, with habitual absenteeism being particularly problematic
( (Baloyi, 2014).

Health issues are also a significant reason for absenteeism, suggesting that partnerships with
healthcare providers could help reduce absences. Efforts to address absenteeism need to consider
these varied causes to be effective. Some institutions have implemented health treatment centers,
portable clinics, and dental buses to address health-related absenteeism (Hutt, 2019).

1.6 Causes of Absenteeism

The available literature categorizes the causes of student absenteeism into two groups: socio-
economic or personal factors and contextual or institutional factors. This classification aligns
distinction between student-related and university-related factors. Contextual factors include
timetabling, classroom structure, teaching quality, and assessment approach. Additionally, found
that contextual factors such as poor relationships with lecturers, boring content, poor
presentation, unfavorable learning environments, and ineffective teaching strategies contribute to
student absenteeism. Economic hardship, an uncertain future, lack of interest in the subject, job
involvement during the study period, lack of motivation, prior GPAs, and the availability of
lecture materials are also identified as factors influencing absenteeism. The following discussion
critically presents findings from research in various disciplines and geographical areas.

1.6.1 Socio-economic and Personal Factors

This section delves into scholarly literature on personal factors, such as financial constraints, job
involvement, lack of motivation, prior GPAs, the availability of class content, and commuting
time. The thematic presentation of socio-economic causes is as follows:

1.6.2 Financial Constraints:

The study found that financial constraints rank as the second major cause of student
absenteeism. Similarly, in the context of the Nepalese tertiary college under study, financial
constraints emerge as a dominant factor discouraging students from attending classes. Many
students are working part-time or full time job due to financial constraints, while higher
 5

education is generally considered a full-time activity, part-time study has proliferated worldwide,
including in Nepal. Many students' families have meager incomes, making it challenging for
them to cover educational expenses and daily costs, leading them to prioritize work over
attending classes. In Nepal, students often work in various capacities, such as waiters in hotels or
engaging in small businesses, making it challenging for them to attend classes.

1.6.3 Lack of Motivation:

Motivation, whether extrinsic (desire for good grades) or intrinsic (genuine interest in the subject
matter), plays a crucial role in class attendance. Students with low motivation are more likely to
be absent. It emphasizes that motivation is vital for acquiring good grades. Studies, reveal that
low motivation leads to non-attendance, specifically highlights that academically skilled and
focused students are more likely to attend classes. When students lack of motivation it can lead
to decrease in their academic performance, affecting their GPA. Nepal combat the effects of low
motivation on their academic success. The level of motivation among students varies, impacting
their attendance and ultimately their academic performance.

1.6.4 Accessibility of Transport and Travel Time:

The proximity to the university and transportation difficulties impact attendance. Study found
that convenient transportation positively influences attendance, while reported that traveling less
than 30 minutes to college has a positive impact on attendance. In Nepal, students who reside
nearby may choose not to attend classes if they lack motivation. Motivated students, on the other
hand, are more likely to stay within a 30-minute travel radius.
 6

Figure 1: Theoretical Framework

Independent variable Dependent variable

Academic performance
Abseentism (Internal Marks & Final GPA)

1.7 Research Design

The research endeavours to study on absenteeism and exam performance among university
students in Kanchanpur district. The study was accomplished through quantitative data sourced
from surveys and attendance records. These comprehensive data streams was analysed by using
descriptive method. The research design emphasizes the significance of ethical considerations,
prioritizing participant confidentiality and informed consent, ensuring the integrity of the study.
 7

1.7.1 Population and Sample

The study was taken in Kanchanpur district. To achieve this, a convenience sampling strategy
has been designed to represent an undergraduate student. The selected sample encompasses
diverse socio-economic statuses, cultural backgrounds, and educational systems. The sampling
process covers various age groups, ranging from 18 to 41 and above, ensuring a comprehensive
analysis of absenteeism's impact on exam performance. This inclusive approach, extending to
public and private schools, alternative learning environments, and international schools, aims to
provide valuable insights that resonate all college going students. The research findings are
anticipated to inform policies and interventions across different educational settings, making a
meaningful contribution to the understanding of absenteeism's effects on exam performance for
educators, policy-makers, and researchers worldwide.

1.7.2 Data Collection Procedure

The research project adopts a meticulous approach to data collection, primarily utilizing email-
based surveys to comprehensively gather information on university students' attendance patterns,
socio-economic backgrounds, and academic performance. The structured surveys, distributed
through email, are designed to elicit quantitative insights. Simultaneously, attendance records
will be procured directly from the university, ensuring validation and accuracy of attendance-
related data. Throughout the data collection process, ethical considerations, including informed
consent and privacy safeguards was taken.

1.7.3 Data Analysis

The data analysis for this research project was conducted by using descriptive method that covers
frequency distributions, mean and standard deviation. The process of data analysis in this
research will be meticulously executed employing MS Excel as the primary tool for quantitative
assessment. The collected data underwent thorough scrutiny utilizing a range of statistical tools
and analytical methods to derive meaningful insights. For quantitative data, key statistical
measures such as mean, standard deviation, and percentage was calculated. This quantitative
analysis aims to yield statistically significant findings, contributing valuable information to the
overall project objectives.
 8

1.8 Influence of absenteeism on academic performance:

This section explores scholarly literature on the influence of absenteeism on examination

performance. It is widely acknowledged that class attendance positively affects grade point
average (GPA) as lectures provide insights based on their experience, making critical issues
understandable. Examples shared during lectures may not be available in textbooks or online
resources. Several studies, including meta-analyses, demonstrate a strong relationship between
class attendance and academic performance.

In Nepal, the positive impact of attendance on grades is observed, with students who regularly
attend classes showing greater interest in the subject and achieving higher grades in final
examinations. During viva voce exams, absentee students often display poorer content
knowledge compared to their consistently attending peers.

A study among medical students in Dhaka, finding a positive correlation between absenteeism
and student performance in examinations. Similarly, conducted a study among third-year and
fourth-year medical students, revealing a positive correlation between attendance rate and
examination scores.

On the contrary, studies found an inverse relationship between class attendance and exam
performance.

In the Nepalese educational context, the persistent challenge of student absenteeism casts a
looming shadow over the effectiveness of academic endeavours. While the issue is undoubtedly
pervasive, garnering attention from educators and policy-makers, the depth of research dedicated
to comprehending the multifaceted dimensions of this problem remains inadequate. This
literature review endeavours to provide an in-depth exploration of student absenteeism in Nepal,
shedding light on the contextual nuances that contribute to this concern. The review synthesizes
existing research on mediating factors, delves into interventions aimed at improving attendance
rates, and puts forth recommendations for educators and stakeholders. Additionally, it
underscores the critical need for nuanced research in the Nepalese context to inform targeted
strategies and interventions.
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CHAPTER II

DATA PRESENTATION AND ANALYSIS

2.1 Demographic Analysis

This section deals with the demographic analysis and interpretation of primary data collected
through questionnaire. This helps to get insight into the demographic characteristics of
respondents under study. The respondent profile includes gender, age, academic qualification
and the frequency of the respondents.

2.1.1 Gender

Frequency Percent

Male 48 48.0

Female 52 52.0

Total 100 100.0

Table : 1 Gender

This table displays the gender distribution of a sample, showing that 48% of the individuals are
male and 52% are female, with a total of 100 individuals. The percentages reflect the proportion
of each gender within the sample, and the total adds up to 100%.
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2.1.2 Age

Frequency Percent

18-20 24 24.0

20-22 43 43.0

22-24 25 25.0

24-26 8 8.0

Total 100 100.0

Table: 2 Age

This table shows the age distribution of a sample. It indicates that 24% of the individuals are in
the 18-20 age range, 43% are in the 20-22 range, 25% fall within the 22-24 range, and 8% are in
the 24-26 range. The total number of individuals in the sample is 100, with the percentages
adding up to 100%.

窗体顶端
2.1.3 Involvement In job

Frequency Percent

yes 32 32.0

no 68 68.0

窗体底端 Total 100 100.0

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Table : 3 Involvement in Job

This table shows the results of a yes/no question. It reveals that 32% of the individuals answered
"yes," while 68% answered "no." The total number of respondents is 100, with the percentages
adding up to 100%.

2.1.4 Study

Frequency Percent

intermediate 17 17.0

Bachelor 65 65.0

Masters 18 18.0

Total 100 100.0

Table: 4 Study
This table presents the educational qualifications of a sample. It shows that 17% of the
individuals have an intermediate level of education, 65% have a bachelor's degree, and 18% have
a master's degree. The total sample consists of 100 individuals, with the percentages adding up to
100%. This reflects the distribution of educational levels within the group.
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2.1.5 Absent

Frequency Percent

Almost
20 20.0
Everyday

3-4 Times a
15 15.0
week

1-2 times a
29 29.0
week

rarely 36 36.0

Total 100 100.0

Table 5:Absent

This table shows the frequency of a certain activity within a sample. It indicates that 20% of
individuals engage in the activity almost every day, 15% do so 3-4 times a week, 29% participate
1-2 times a week, and 36% do it rarely. The total sample consists of 100 individuals, with the
percentages adding up to 100%.
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2.1.6. Reason

Frequency Percent

work commitments 18 18.0

financial constraints 12 12.0

transportation issues 12 12.0

lack of motivation 19 19.0

mental health issues 14 14.0

physical health 25 25.0

Total 100 100.0

Table.6:Reason

This table outlines the reasons for a particular issue or behavior within a sample. It shows that
18% of individuals attribute the issue to work commitments, 12% cite financial constraints, and
another 12% mention transportation issues. Additionally, 19% attribute it to a lack of motivation,
14% to mental health issues, and 25% to physical health problems. The total sample consists of
100 individuals, with the percentages adding up to 100%. This reflects the various factors
affecting the group.
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2.1.7. Coursework

Frequency Percent

reviewing class notes 31 31.0

participating in study groups 18 18.0

self-study using textbooks and

37 37.0
online resources

seeking help from teachers and

14 14.0
friends

Total 100 100.0

Table.7: Coursework

This table presents the different study methods used by individuals in the sample. It shows that
31% of individuals focus on reviewing class notes, 18% participate in study groups, and 37%
engage in self-study using textbooks and online resources. Additionally, 14% seek help from
teachers and friends. The total sample consists of 100 individuals, with the percentages adding
up to 100%, reflecting the various strategies people use for studying.
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2.1.8. Obstructs

Frequency Percent

strongly agree 17 17.0

agree 35 35.0

neutral 32 32.0

disagree 15 15.0

strongly disagree 1 1.0

Table.8: Obstructs

This table displays the responses to a particular statement or question. It shows that 17% of
individuals strongly agree with the statement, 35% agree, 32% feel neutral, 15% disagree, and
1% strongly disagree. The total sample consists of 100 individuals, with the percentages adding
up to 100%, reflecting the distribution of opinions within the group.
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2.1.9. Hinders

Frequency Percent

strongly disagree 9 9.0

disagree 27 27.0

neutral 43 43.0

agree 16 16.0

strongly agree 5 5.0

Total 100 100.0

Table.9: Hinders

This table shows the distribution of responses to a particular statement or question. It indicates
that 9% of individuals strongly disagree, 27% disagree, 43% are neutral, 16% agree, and 5%
strongly agree with the statement. The total sample consists of 100 individuals, with the
percentages adding up to 100%, reflecting a range of opinions within the group.
 17

2.1.10 Bonds

Frequency Percent

strongly disagree 6 6.0

disagree 38 38.0

neutral 29 29.0

agree 19 19.0

strongly agree 8 8.0

Total 100 100.0

Table.10: Bonds

This table displays the responses to a specific statement or question, showing the distribution of
opinions within a sample. It reveals that 6% of individuals strongly disagree, 38% disagree,
29% are neutral, 19% agree, and 8% strongly agree with the statement. The total sample
consists of 100 individuals, with the percentages adding up to 100%, reflecting the range of
opinions across the group.
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2.1.11. Difficult

Frequency Percent

strongly agree 11 11.0

Agree 40 40.0

Neutral 31 31.0

Disagree 15 15.0

strongly disagree 3 3.0

Total 100 100.0

Table.11: Difficult

This table shows the distribution of responses to a particular statement or question. It indicates
that 11% of individuals strongly agree, 40% agree, 31% are neutral, 15% disagree, and 3%
strongly disagree with the statement. The total sample consists of 100 individuals, with the
percentages adding up to 100%, reflecting a variety of opinions within the group.
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2.1.12 Grades

Frequency Percent

strongly agree 9 9.0

agree 47 47.0

neutral 22 22.0

disagree 17 17.0

strongly disagree 5 5.0

Total 100 100.0

Table.12:Grades

This table illustrates the responses to a specific statement or question within a sample. It shows
that 9% of individuals strongly agree, 47% agree, 22% are neutral, 17% disagree, and 5%
strongly disagree with the statement. The total sample consists of 100 individuals, and the
percentages add up to 100%, reflecting a variety of opinions from strong agreement to strong
disagreement.
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2.1.13 Participation

Frequency Percent

strongly agree 6 6.0

disagree 33 33.0

neutral 30 30.0

agree 24 24.0

strongly agree 7 7.0

Total 100 100.0

Table.13:Participation

This table shows the distribution of responses to a particular statement or question. It reveals that
6% of individuals strongly agree, 33% disagree, 30% are neutral, 24% agree, and 7% strongly
agree with the statement. The total sample consists of 100 individuals, with the percentages
adding up to 100%. However, it seems there is a repetition of "strongly agree," which may be a
mistake in the table. If corrected, this would better reflect the distribution of opinions.
 21

2.1.14 Assignment

Frequency Percent

strongly agree 8 8.0

Agree 39 39.0

neutral 26 26.0

disagree 24 24.0

strongly disagree 3 3.0

Total 100 100.0

Table.14: Assignment

This table shows the distribution of responses to a specific statement or question. It indicates that
8% of individuals strongly agree, 39% agree, 26% are neutral, 24% disagree, and 3% strongly
disagree with the statement. The total sample consists of 100 individuals, with the percentages
adding up to 100%, reflecting a range of opinions from strong agreement to strong disagree

2.1.15 Assessment of view given by the respondent as suggestions

1. Absenteeism Aries from health struggles, family issues, bullying, lack of motivation and
insufficient school supports. In my college teacher were so biased that still pissed me
up . Opportunities were unequal, They used to gave chance to their fav in every extra
curriculum activities. Their always used to be all the same students in every kind of
activity of college. Don't you think this is biasedness . In my opinion, this is totally lack
of support teacher toward students.
2. Lack of effective teaching.. We can easily learn through youtube channel in more
appropriate way and easy to understand through youtube
 22

3. Bullying, lack of motivation,health issues

4. Inflexible time period
5. Key challenges leading to student absenteeism include health issues, family
responsibilities, socioeconomic barriers, negative school environments, academic
struggles, lack of parental involvement, and transportation problems.
6. Poor interactive classes, less teaching effort of teacher and most important
outdated syllabus
7. Unfriendly college environment Health problems Not being able to wake up early in the
morning Lack of support from teachers
8. Lack of motivation and sometimes the college or the campus environment fail to meet
their expectations. That's why they remain absent for long period of time.
9. Key challenges that lead to absenteeism among students can include a variety of factors.
One significant issue is health-related problems, such as chronic illnesses or mental
health issues, which can prevent students from attending school regularly. Additionally,
family responsibilities or challenges at home can also play a crucial role, as students may
need to take care of siblings or help with household duties.sometimes students skip
classes to attend family function also .
 23

2.2 Major Finding

This section provides an analysis of the demographic data collected through a questionnaire. The
data encompasses various respondent characteristics, including gender, age, education level, job
involvement, and more. Each of these demographic factors can help in understanding the
respondents' background and the potential influences on their opinions and behaviors.

Gender

The gender distribution shows that 52% of respondents are female, while 48% are male. This
indicates a near-equal representation of both genders within the sample, providing a balanced
perspective.

Key Insight: The slight difference between male and female respondents suggests that gender
might not have a significant impact on the issues under study in this particular sample.

Age

The age distribution reveals that 43% of the respondents are between the ages of 20-22, followed
by 25% in the 22-24 range, 24% in the 18-20 range, and 8% in the 24-26 range. The majority of
the sample falls within the younger age brackets, primarily between 20-24 years old.

Key Insight: The high representation of younger individuals (20-22 years) suggests that the
findings may be more reflective of the experiences and perspectives of this age group.

Job Involvement

The data indicates that 68% of respondents are not involved in a job, while 32% are working.
This disparity may reflect the educational focus of the sample, as many students might not be
working due to academic commitments.
 24

Key Insight: A significant portion of the respondents is not employed, which may suggest that
absenteeism and other behaviors may be more related to academic pressures rather than work-
life balance.

Educational Qualifications

A significant majority (65%) of respondents have a bachelor's degree, followed by 18% with a
master's degree and 17% with an intermediate level of education.

Key Insight: The sample is highly educated, with most individuals pursuing or holding a
bachelor's degree. This might influence their perspectives on study-related factors, such as
coursework and academic challenges.

Frequency of Absences

The table indicates that 36% of respondents report rarely being absent, followed by 29% who are
absent 1-2 times a week, 20% who are absent almost every day, and 15% who are absent 3-4
times a week.

Key Insight: The majority of respondents experience absenteeism occasionally, with a small
group reporting more frequent absences. This suggests that absenteeism may be an issue, but it is
not pervasive for all respondents.

Reasons for Absenteeism

The reasons for absenteeism are varied. The most common reasons include physical health issues
(25%), lack of motivation (19%), and work commitments (18%). Other reasons include mental
health issues, transportation issues, financial constraints, and more.

Key Insight: Physical health problems emerge as the primary cause of absenteeism, but
motivation, work commitments, and mental health issues are also significant factors contributing
to absentee behavior.

Study Methods
 25

The most commonly used study methods include self-study using textbooks and online resources
(37%), reviewing class notes (31%), and participating in study groups (18%).

Key Insight: Self-study and reviewing class notes are the most popular study methods,
indicating that many respondents prefer independent learning or rely on personal study materials
rather than group or teacher-directed study.

Barriers to Academic Success

Respondents report various barriers to academic success, such as being obstructed by external
factors (35% agree), finding the workload difficult (40% agree), and having a lack of support
from teachers (often cited in qualitative suggestions).

Key Insight: There is a clear acknowledgment of obstacles in achieving academic success,

particularly external factors and the perceived difficulty of coursework.

Participation and Engagement

Participation in academic or extracurricular activities appears to be an area of concern. A

majority (33%) disagree with statements promoting active participation, with only 6% strongly
agreeing.

Key Insight: This suggests that students may feel disengaged or unable to actively participate in
academic or extracurricular activities, potentially due to factors like lack of motivation or
institutional support.

Assessment of Respondent Suggestions

From the qualitative data provided, respondents highlighted various challenges leading to
absenteeism, including health issues, bullying, and lack of support. They also emphasized the
importance of more interactive classes and better teacher-student relations.
 26

Key Insight: Suggestions point to a need for improved teaching practices, more flexible learning
environments, and better support systems for students, addressing both academic and non-
academic barriers.

Conclusion

The demographic data and responses to the questionnaire indicate that absenteeism is influenced
by various factors, including health, motivation, and institutional support. The majority of
respondents are young students, often facing challenges related to academic pressure, teacher
support, and personal circumstances. The data suggests that improving the academic
environment and providing better support systems could help mitigate absenteeism and foster a
more engaging and supportive learning atmosphere.

2.3 Discussion

Based on the comprehensive review and analysis provided, several key insights emerge
regarding absenteeism among undergraduate business students and its impact on academic
performance. The study identifies lack of motivation as the primary reason for class absence
among respondents, highlighting its significant influence on attendance patterns. Moreover, it
underscores the critical role of attendance in academic outcomes, with most respondents
acknowledging that frequent absences hinder their ability to form strong relationships with
teachers, engage in coursework effectively, and prepare adequately for exams. This suggests that
regular interaction in class not only enhances comprehension through direct engagement with
instructors but also fosters a supportive learning environment conducive to academic success.
 27

Importantly, there is a consensus among respondents that absenteeism correlates with poorer
grades compared to regular attendees, reflecting a perceived link between class presence and
academic success. These findings align with existing literature that emphasizes the importance of
attendance policies and student engagement in enhancing educational outcomes. The variability
in responses across different aspects of absenteeism suggests a complex interplay of personal,
motivational, and situational factors influencing attendance behaviour and its consequences on
student learning. Understanding these dynamics is crucial for educators and policy-makers
aiming to design effective strategies to improve attendance and academic performance.

Addressing these factors through targeted interventions, such as mentor-ship programs,

motivational workshops, and adaptive teaching methods, could mitigate absenteeism's negative
impact and improve overall academic performance among undergraduate business students. By
fostering a supportive learning environment that values regular attendance and active
participation, institutions can better equip students to succeed academically and professionally.
Moreover, ongoing research and assessment of these interventions are essential to refine
approaches and ensure their effectiveness in diverse educational settings. This holistic approach
not only benefits individual students but also contributes to the broader goals of educational
equity and excellence.
 28

Chapter III

SUMMARY AND CONCLUSION

3.1 Summary

The demographic analysis of the sample provides valuable insights into the characteristics of the
respondents. In terms of gender, the distribution is fairly balanced, with 52% female respondents
and 48% male respondents, showing almost equal representation across genders. This balance
ensures that the perspectives of both male and female students are adequately captured in the
study, which could lead to a more comprehensive understanding of the issues being addressed.

When examining age distribution, the majority of respondents (43%) fall within the 20-22 age
group, followed by 25% in the 22-24 age group, and 24% in the 18-20 range. Only 8% of the
respondents are between 24-26 years old. This suggests that the study predominantly includes
younger individuals, likely college students or early-stage professionals, which is useful for
understanding the challenges faced by students in the academic setting.

In terms of employment, 68% of the respondents reported not being involved in a job, while 32%
are employed. This finding implies that the majority of the sample can likely dedicate more time
to their studies, whereas those with jobs may face additional challenges in balancing work and
academic responsibilities.

The educational background of the respondents shows that the majority (65%) hold a bachelor's
degree, while 18% have completed a master's degree and 17% have an intermediate level of
education. This suggests that most participants are either in the process of completing or have
already completed their undergraduate studies, with a smaller portion pursuing postgraduate
education.

The analysis of absenteeism reveals a variety of reasons for students missing classes. Physical
health issues (25%) and lack of motivation (19%) are the primary factors contributing to
absenteeism, followed by work commitments (18%) and mental health issues (14%). These
findings suggest that health-related issues, both physical and mental, play a significant role in
preventing students from attending classes regularly. Additionally, work commitments also
impact attendance, particularly for students who may be juggling part-time jobs alongside their
studies.

When it comes to study methods, the data reveals that a significant portion of respondents (37%)
engage in self-study using textbooks and online resources, while 31% prefer reviewing class
notes and 18% participate in study groups. This highlights the importance of individual study
methods, with self-study being the most popular approach. The relatively smaller percentage of
students who seek help from teachers or friends (14%) suggests that students may prefer more
independent learning, or they may not feel adequately supported by their educational institutions.
 29

Furthermore, when asked about the obstacles hindering their academic performance, the
responses show that a majority of students either agree (35%) or feel neutral (32%) about the
difficulties they face. Only a small percentage strongly disagreed (1%) or disagreed (15%) with
the statement, indicating that most students recognize significant barriers to their academic
success. Among these challenges, outdated syllabi, poor teaching methods, and lack of support
from teachers were highlighted in the respondents' suggestions. This suggests that improvements
in teaching quality and the curriculum could help address the academic struggles many students
face.

Additionally, responses regarding participation in academic activities show a range of opinions.

A majority of students (33%) disagree with the notion of active participation, while 30% remain
neutral, and 24% agree. This highlights a potential disconnect between students and their
academic environments, where many feel disengaged or disinterested in participating. However,
the relatively small percentage of students who strongly agree with the statement (7%) suggests
that there is a subset of students who are highly motivated and involved in academic activities.

In conclusion, the demographic analysis highlights several key factors that influence student
attendance and engagement. Health issues, both physical and mental, along with lack of
motivation, are identified as major obstacles to regular attendance. Furthermore, students
primarily rely on self-study and reviewing class notes as their preferred study methods. The
findings also point to a need for more support from teachers, better teaching methods, and a more
flexible academic environment to address absenteeism and improve student engagement. The
responses further emphasize the importance of addressing both academic and personal
challenges faced by students to enhance their overall educationa

3.2 Conclusion

In conclusion, this study highlights the strong connection between absenteeism and academic
performance among undergraduate students in Kanchanpur District. The findings show that
factors like lack of motivation, health issues, and the effects of missing classes on grades
significantly impact students' learning experiences. It is clear that attending classes regularly is
crucial for building good teacher-student relationships, staying engaged with coursework, and
being well-prepared for exams.

The research suggests that absenteeism is influenced by a mix of social, economic, motivational,
and institutional factors. To address these issues, a comprehensive approach is needed, including
mentor ship programs, counselling services, and teaching methods designed to meet the needs of
business students. By adopting these strategies, educational institutions can reduce the negative
effects of absenteeism and create a more supportive learning environment.
 30

Moreover, the study calls for ongoing research to improve strategies and policies for boosting
attendance and academic performance. By creating a supportive and inclusive educational
atmosphere, schools can help students reach their full potential and positively contribute to the
academic community and society.

Bibliography

Astrid, T. (2011). The relationship between class attendance and acedemic performance. Journal
of Education Research, 29(3), 123-134.

Baloyi, M. (2014). Categorizing class attendance and exam performance. Journal of Economic
Education, 29(3).

Brown. (2022). Factors contributing to student absenteeism. Journal of Educational Research,

123-134.

Chen, J. (2006). Cumulative class attendance and exam performance. Journal of Economic
Education, 37(1), 21-34.

Ellis, L. (1995). Attendance and student learning: An analysis of economics classes. Educational
Economics, 3(2), 129-137.

Hutt, E. (2019). Addressing health-related absenteeism in schools. Health and Education

Journal, 45(3), 233-245.

Johnson. (2023). Educational challenges in developing countries. Education Press, 35-40.

Kerr, C. (1990). Determinants of student performance: Attendance and study habits. Economic
Education Review, 9(4), 363-376.

Levin, H., & M.C., T. (1987). The educational production function: The role of time and effort.
Economics of Education Review, 6(4), 319-327.

Marburger, D. (2001). Absenteeism and Undergraduate Exam Performance. Journal of

Economic Education, 32(2), 99-109.
 31

Marburger, D. (2006). Mandatory attendance policies and student performance. Journal of

Economic Education, 37(3), 213-228.

Miller. (2020). The role of classroom attendance in student success. International Journal of
Business Education, 234-250.

Romer, D. (1993). Do students go to class? Should they? Journal of Economic Perspectives,

7(3), 167-174.

Smith. (2024). The impact of absenteeism on student performance. Unpublished manuscript, 55.
 32

APPENDIX

STUDY ON IMPACT OF ABSENTEEISM ON STUDENTS PERFORMANCE

I am a BBA student of Amity College, Pokhara University. As a partial fulfillment of the

academic requirement of the University, I am conducting the research titled “Absenteeism and
exam performance”. I would like you to spare your valuable time for answering to the
questionnaire below. The questionnaire is purely for an academic purpose and the details
provided will be kept confidential.

Sincerely,

Kapil Singh Mauni

Demographic

1. Gender 2. Age Group

Male 18 – 20

Female 20- 22

Prefer not to answer 22- 24

24 – 26
 33

3. Involvement in job

Yes

No

4. What is your level of study ?

Intermediate
Bachelor
Masters

Descriptive

1. How often do you miss classes in a week?

 Amost everyday
 3-4 times a week
 1-2 times a week
 Rarely

2. What are the main reasons for your class absence?

 Work commitments
 Financial constraints
 Transportation issues
 Lack of motivation
 Mental health issues
 Physical health
 34

3. What resources do you find most helpful in catching up on missed coursework?

 Reviewing class notes

 Participating in study groups
 Self-study using textbooks and online resources
 Seeking help from teachers and friends

Please let us know how much agree with the following statements on scale of 1-5

(1=Strongly disagree, 2= Disagree, 3= Neutral ,4=Agree ,5=Strongly agree)

S. Statements 1 2 3 4 5
N

4 I feel that being

absent frequently
obstructs my ability
to earn high grades

5 I believe that
missing class
hinders my ability to
prepare effectively
for my exam

6 Being absent in class

often prevents me
from forming a
strong bond or
relationship with my
teachers
 35

7 I find it difficult to
stay engaged in
courses when I
frequently miss
classes

8 I feel that being

absent in classes
often results in
poorer grades
compared to
students who attend
regularly.

9 I feel being regular

absent in class
reduce participation
in classroom
activities and
discussion

10 I feel that skipping

my classes makes it
difficult for me to
finish my
assignments on time.