DOES DYSFUNCTIONAL PRESENTEEISM AFFECT ACADEMIC PERFORMANCE? EVIDENCE FROM UNDERGRADUATE STUDENTS IN KHULNA REGION

Abstract

With respect to performance, presenteeism can be functional if the individual can continue to work without leading to any significant lessening of work performance, or dysfunctional if one is unable to continue working at the expected performance level. At academic level, dysfunctional presenteeism refers to the situation when students are physically present in class but are to some extent unable to connect themselves mentally with academic affairs. This study tries to identify the factors responsible for such situation and trace its effect on academic performance among university students. A total of 168 students from Khulna University are taken as samples by applying systematic random sampling procedure. Dysfunctional presenteeism score (DPS) for students are estimated to measure productivity loss and the GPA score has been used to capture students’ academic performance. Different statistical measures and econometric models like ordinary least squares (OLS) and Tobit model have been used as analytical tools to reach the research objective. OLS analysis demonstrates that, social media usage, involvement in organizations, late night sleeping habits and exhaustion score have significant positive impact on DPS score and habit of hygiene practices and lifestyle scores have significant negative impacts on DPS scores. Tobit regression analysis demonstrates that, mother’s education level, residence type, study hours and lifestyle score have significant positive impact on academic performance but time needed to go to university, exhaustion score and DPS have significant negative impacts on academic performance. Therefore, this study suggests improving food quality, reducing class pressure and maintaining regular study routine for developing healthy lifestyle; and, thus, improves academic performance of the students.