Title: Class Attendance as a Catalyst for Academic Performance and Discipline in Ugandan Higher Education: Frequency and Participation Revisited
Authors: Dr. Arinaitwe Julius, Ahumuza Audrey
Volume: 9
Issue: 9
Pages: 108-115
Publication Date: 2025/09/28
Abstract:
Class attendance has been identified as a critical factor influencing academic performance in higher education globally, yet limited research has examined this relationship within the Ugandan higher education context. This study investigated class attendance as a catalyst for academic performance and discipline among students in Ugandan higher education institutions, with particular focus on attendance frequency and participation patterns. The research problem centered on inconsistent attendance patterns and their impact on academic outcomes in Uganda's unique educational environment. The main objective was to investigate the relationship between class attendance frequency and participation as catalysts for academic performance and discipline among students in Ugandan higher education institutions. A cross-sectional survey design was employed, utilizing both quantitative and qualitative methods to collect data from 384 students across five major Ugandan universities. Data analysis involved univariate, bivariate, and multivariate statistical techniques including correlation analysis, regression modeling, and ANOVA. Key findings revealed a strong positive correlation (r = 0.742, p < 0.001) between attendance frequency and academic performance, with students maintaining >85% attendance achieving significantly higher GPAs (M = 3.68) compared to those with <60% attendance (M = 2.14). Active class participation emerged as a significant predictor of disciplinary behavior, with participating students showing 67% lower rates of academic misconduct. The study concluded that class attendance serves as a fundamental catalyst for both academic success and behavioral discipline in Ugandan higher education. The key recommendation emphasized the implementation of comprehensive attendance monitoring systems coupled with early intervention strategies to support students with irregular attendance patterns, potentially improving overall educational outcomes by up to 40% based on the study's projections.