ABSENTEEISM FROM LECTURES AMONGST UNDERGRADUATE STUDENTS: A CASE STUDY OF NIGER DELTA CITY POLYTECHNIC YENEGUA UMUAKA CAMPUS

ABSTRACT This study investigates the phenomenon of absenteeism from lectures amongst undergraduate students at Niger Delta City Polytechnic Umuaka Campus, Nigeria. The research employs a mixed-methods approach, combining quantitative and qualitative data collection techniques to provide a comprehensive understanding of the issue. A sample of 387 undergraduate students from various academic disciplines participated in the study. The research objectives were to identify prevalent patterns of lecture absenteeism, examine key contributing factors, assess the impact on academic performance, evaluate the effectiveness of existing institutional policies, and propose evidence-based strategies to improve attendance rates. Key findings reveal significant variations in absenteeism rates across different academic disciplines and days of the week, with Science and Technology courses showing lower absenteeism rates compared to Arts and Humanities. Five primary factors contributing to absenteeism were identified: personal (30%), academic (25%), institutional (20%), socio-economic (15%), and technological (10%). A strong negative correlation was observed between absenteeism rates and academic performance, reinforcing the critical importance of regular attendance for academic success. The study found a significant relationship between students' socio-economic background and their tendency to be absent from lectures, highlighting the impact of financial constraints on student attendance. Additionally, a strong positive correlation was observed between perceived lecture quality and attendance frequency, emphasizing the importance of engaging teaching practices in promoting regular attendance. The implementation of strict attendance policies was found to significantly reduce absenteeism rates, supporting the efficacy of institutional measures in addressing this issue. However, the study also underscores the need for a balanced approach that considers the diverse needs and circumstances of students. Based on these findings, the study recommends a multifaceted approach to addressing absenteeism, including targeted financial support for disadvantaged students, enhanced teaching quality through faculty development programs, flexible attendance policies, early warning systems for at-risk students, improved infrastructure, and the integration of blended learning approaches. This research contributes to the broader understanding of student engagement in Nigerian higher education and provides a foundation for developing evidence-based strategies to improve attendance rates and, ultimately, enhance the quality of education at Niger Delta City Polytechnic Umuaka Campus and similar institutions.