Exploring Factors Influencing Absenteeism and Academic Performance: A Study on Early Childhood and Primary Education (ECPE) Classes

Abstract

This study delves into the various factors influencing absenteeism and academic performance among children enrolled in Early Childhood and Primary Education (ECPE) classes. Data was collected through fieldwork in 2011, focusing on demographics, attitudes of parents and teachers towards ECPE classes, methods used for retention of learners, roles of teachers in children's performance, causes of absenteeism, and proposed solutions. The analysis revealed that poor teaching methods, inadequate structures, long distances to schools, weak administration, absenteeism of teachers, and harsh punishments contribute significantly to absenteeism among ECPE learners. These factors impact the academic performance of absentees, leading to subpar educational outcomes. Additionally, positive attitudes towards ECPE classes were found to correlate with better academic performance, emphasizing the importance of a conducive learning environment. Based on the findings, recommendations were made to address these challenges, including the elimination of harsh punishments, establishment of more schools to reduce travel distances, penalties for absent teachers, and the adoption of effective teaching methods. The study underscores the need for targeted interventions to improve attendance and enhance academic performance in ECPE classes. Keywords: Absenteeism, Academic performance, Early Childhood and Primary Education