PUPILS’ DAILY ATTENDANCE AND ACADEMIC PERFORMANCE

IN RUBIRIZI TOWN COUNCIL, RUBIRIZI DISTRICT

BY

MURUNGI ROSEMARY
2023-1-15068

A RESEARCH PROPOSAL SUBMITTED TO THE SCHOOL OF EDUCATION IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF PGD EDUCATION OF KAMAPLA UNIVERSITY

JANUARY, 2024

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 Declaration
I Murungi Rosemary hereby declare that this research report is my own work towards acquiring
a bachelor of Education-Primary and that, to the best of my knowledge, it does not contain
materials previously published by another person nor material which has been accepted for the
award of the same in a University, except where due acknowledgement has been made in the
text.

Signed……………………………………………….

MURUNGI ROSEMARY
2023-1-15068

Date………………………………………………….

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 Approval
This topic entitled “effect of pupils’ daily attendance and academic performance in Rubirizi
Town Council, Rubirizi District” has been approved having been prepared under my
supervision/mentorship in partial fulfillment of the requirements for the award of a PGD in
Education of KIU.

Sign:………………………………………………….

MR. KOMBI RAPHAEL

RESEARCH SUPERVISOR

Date:…………………………………………………..

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 Dedication
This research report is dedicated to my husband, children my parents, lecturers, class mates
friends and the entire family who have inspired and supported me financially, morally and
spiritually throughout my study up to completion. May this work be dedicated to you all.

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 Acknowledgment
My profound gratitude goes to my Almighty God for providing me with knowledge, wisdom and
strength of completing this project successfully.

My thanks go to my supervisor MR Kombi Raphael for his constructive criticism, guidance and
patience throughout all the stages of writing this project.

I also register my thanks to all stakeholders of more especially the Town Clerk for allowing me
carryout this research from his agency and other support staff of who volunteered to give
information which facilitated the completion of this study.

Lastly, my family deserves a lot of thanks especially my Husband and children for supporting me
both financially and above all through prayer that has enabled me complete my study and any
other persons who assisted me in this study and have not been mentioned above,

May God bless you abundantly

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 TABLE OF CONTENTS
Declaration……………………………………………………….…………………………i

Approval ............................................................................................................................. ii

Dedication……………………………………………………….………………………… iii

Acknowledgement………………………………………………..………………………...iv

Table of contents....................................................................................................................v

CHAPTER ONE: INTRODUCTION and background of the study

Introduction ……………………………………………………………………………….. 1
Background of the study ………………………………………………………………….. 1
Statement of the problem …………………………………………………………………. 4
Research questions ………………………………………………………………………... 5
Objectives of the study ……………………………………………………………………..5
General objectives ………………………………………………………………………….5
Specific objectives ………………………………………………………………………… 5
Significance of the study ………………………………………………………………….. 6
Scope of the study……………………………………………………………………....... 7
Geographical scope ……………………………………………………………………….. 7
Time scope ………………………………………………………………………………... 7
Limitations of the study …………………………………………………………………… 7
Theoretical framework ……………………………………………………………………. 8
Conceptual framework ……………………………………………………………………. 9
Operational definition of key terms ………………………………………………………. 9

CHAPTER TWO: Review of Related Literature

Introduction ……………………………………………………………………………….. 10
Pupils’ daily attendance and academic performance........................................................... 10
Punctuality and academic performance ………………........................................................ 12
Commitment to studies and academic performance …………………............................. 13

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CHAPTER THREE; METHODOLOGY
Introduction ……………………………………………………………………………….. 15
Research design …………………………………………………………………………… 15
Locale of the study ……………………………………………………………………….. 16
Population of the study ……………………………………………………………………. 16
Sample size ………………………………………………………………………………... 16
Sample procedure …………………………………………………………………………. 17
Research instruments …………………………………………………………………….... 17
Questionnaire ……………………………………………………………………………… 18
Interview guide ……………………………………………………………………………. 18
Reliability and validity ……………………………………………………………………. 18
Reliability …………………………………………………………………………………. 18
Validity ……………………………………………………………………………………. 19
Methods of data collection ………………………………………………………………... 20
Questionnaire method ……………………………………………………………………... 20
Interviewing ……………………………………………………………………………….. 20
Data analysis ………………………………………………………………………………. 21
Editing …………………………………………………………………………………….. 21
Coding …………………………………………………………………………………….. 21
Tabulation ………………………………………………………………………………… 21
References ………………………………………………………………………………….41
Appendix I: Questionnaire for respondents ………………………………………………. 43
Appendix II Interview guide ................................................................................................ 46
Appendix III: Table of determining sample size ....………………………………………... 47

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 CHAPTER ONE
INTRODUCTION
Introduction

This chapter introduces the background of the study, statement of the problem, research
questions, general and specific objectives, significance of the study, scope of the study,
limitations of the study and conceptual frame work

Background of the study

Historical
Education has long been recognized as a fundamental human right and an important building
block in the development of children and broader society world over. Learners who attend school
regularly do well in the early and elementary stages of education tend to do better in subsequent
stages and develop the critical skills and abilities needed to become productive and responsible
adults (Keating & Hertzman, 1999; Zubrick et al., 2006).

It is well documented that effective participation and engagement in formal education settings is
an important precursor to educational success (Murray et al., 2012). Despite this, the level of
participation and engagement – even in compulsory education processes – can generally be
viewed on a spectrum. This has been a feature of the educational literature across a range of
countries over many decades, and underscores the fact that there is typically a segment (usually a
minority) of the population who have persistent difficulties in this area (Reid, 2008). Children
from disadvantaged backgrounds are more likely to have problems with engaging in formal
education settings—non-attendance at school among Aboriginal students, for example, has been
formally recognized as a major problem in Australia since at least the mid-1980s (Gray &
Beresford, 2002).

Further, survey data from Western Australia identified that poor attendance at school is one of
the major factors driving Aboriginal disadvantage. The Western Australian Aboriginal Child
Health Survey suggested that as much as one-third of the gap in educational attainment between

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Aboriginal and non-Aboriginal children could be attributed to poorer rates of school attendance
for Aboriginal children (Zubrick et al., 2006).
Theoretical framework
According to evidence-base theory by Purdie & Buckley, (2010), historically, establishing a
clear picture of attendance (or non-attendance) in school has been problematic. There are
inconsistencies in the way absences are recorded and even a lack of agreement about the
phenomenon and its definitions (Purdie & Buckley, 2010).
These inconsistencies can extend both across and within jurisdictions. For example, reporting
systems that record attendance in detail (each and every half-day) may identify children who
attend but are persistently absent for part of many days (chronic fractional non-attenders) while
other systems may not do this.

At the school level, the classification of ‘authorized’ or ‘un authorized’ absences may differ
depending on the discretion and judgment of the school and Principal. Further, the pressure on
schools to meet attendance standards and targets (potentially for financial incentives) leaves
reporting processes open to manipulation (Reid, 2008). These and other issues have been
recognized by educators and administrators for many years and have been the catalyst for the
development of a national framework for the consistent collection and reporting of school
attendance data, and the development of information that was supported by robust educational
research

Attendance is an important, albeit crude, indicator of participation in education. In this regard,

attendance can be thought of as being necessary, but not sufficient, for educational engagement
and learning. It provides a proxy measure of a child’s exposure to educational programs and the
opportunities they contain, although this provides no insight into what goes on for individual
students once they are in the educational setting (Australian Curriculum, Assessment and
Reporting Authority 2012).

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Conceptual
According to National Center for Children in Poverty at Columbia University as cited by Nauer,
et al., (2008) shows that children who have poor attendance in kindergarten tend to do poorly in
first grade; and that children with a history of poor attendance in the early elementary grades
have lower levels of academic achievement throughout their school years. The study also reveals
that, chronic absenteeism in the early elementary years hurts not only the students who miss
school, but also affects the achievement of an entire school.

Additionally, a report by the Open Society Institute says, schools with high levels of absenteeism
tend to have slower paced instruction overall, harming the achievement levels of strong students
as well as those who struggle, Nauer , et al., (2008). In contrary, the authors urge that, it may
seem obvious that children cannot learn if they are not in school, and that good attendance is a
prerequisite for academic achievement; under No Child Left Behind (NCLB), schools are
primarily judged on their students’ performance not their attendance rates. However, for a
student(s) to be truly engaged in their learning; s/he must participate socially, academically and
intellectually in their schooling.

In Africa, the empirical regular attendance in the primary school years, for example, has been
shown to provide children with the basic skills for learning and educational outcomes, and assists
the development of social skills including communication, self-esteem, teamwork and friendship
building. In addition, poor participation and engagement is linked to adverse outcomes
throughout the life course. Limited school participation, for example, is associated with a greater
chance of dropping out of school for both mainstream and ethnic minority groups and may lead
to a cycle of rebellion against authority (Marsh, 2000). These outcomes have later implications
for employment, a range of health risk behaviors (drug and alcohol abuse), homelessness,
poverty, welfare dependence, and involvement in the justice system (Alexander, Entwisle &
Horsey, 1997; Epstein & Sheldon, 2002; Hallfors et al., 2002; Rothman, 2001). This reinforces
the notion that participation in school is a means to educational and developmental ends and not
the end itself.

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Contextual

Studies show that better attendance is related to higher academic achievement for students of all
backgrounds, but particularly for children with lower socio‐economic status, (Epstein & Sheldon,
2002; Ready, 2010). Additionally, students who attend school regularly score higher tests than
their peers, who are frequently absent. Lochmiller, (2013) asserts that, given the consequences of
chronic absenteeism and its prevalence in the nation’s schools, researchers from education,
counseling, and health fields have invested substantial energy in identifying factors that predict
student absenteeism as well as estimate the cost of missing school for students both short and
long term. The research suggests that individual, family, and school characteristics can all
influence student attendance for improved quality performance levels.

Education has experienced tremendous growth during the last twenty nine years of National
Resistance Movement (NRM) in Uganda. In order to facilitate the students’ development of
knowledge and an understanding of the various emerging needs of society and the economy, the
primary and secondary education subsector came up with a number of policy objectives in
Financial Year (FY) 2011/12 that include: regular attendance to increase access and equity of
education, improving quality of education, enhancing efficiency and effectiveness in the delivery
of education services, and enhancing Public Private Partnership(PPP) in the provision of
Education to all Ugandans, (MoES: ESSAPR 2012).

Statement of the Problem

Higher student attendance is associated with higher student achievement, build social and
emotional skills such as communication, teamwork and resilience. In America, school
absenteeism within the public school system has reached a crisis point, primarily because it has
been linked to school drop-out rates, which at the national level has reached the average of 30%
of all students, (Smink & Reimer, 2005).

In Rubirizi District daily attendance levels have reduced this has been attributed to parents’
perception. A number of initiatives have been implemented locally, nationally and
internationally to encourage parents to participate in the education of their children to improve

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and promote education hence enhancement of performance. These initiatives particularly UPE
Policy which encourages all children of school going age to enroll for school and the go back to
school program to improve attendance, UPE and Curriculum changes in the area educational
matters. It is from this background that the researcher has been prompted to carry out an
investigation on the effect of pupils’ daily attendance and academic performance in Rubirizi
Town Council, Rubirizi District.

Purpose of the study

The researcher will investigate the effect of pupils’ daily attendance and academic performance
in Rubirizi Town Council, Rubirizi District.

General objective of the study

The study will investigate the effect of pupils’ daily attendance and academic performance in
Rubirizi Town Council, Rubirizi District.

Specific objectives;

1. To examine whether pupils’ daily attendance lead to increased academic performance

among girls in Rubirizi Town Council, Rubirizi District.
2. To assess how pupils’ daily attendance influence punctuality in Rubirizi Town Council,
Rubirizi District.
3. To ascertain how pupils’ daily attendance lead to commitment to studies in Rubirizi
Town Council, Rubirizi District.

Research questions

The study will be guided by the following research questions;

1. To what extend does pupils’ daily attendance lead to increased academic performance
among girls in Rubirizi Town Council, Rubirizi District?
2. How does pupils’ daily attendance influence punctuality in Rubirizi Town Council,
Rubirizi District?

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 3. How does pupils’ daily attendance lead to commitment to studies in Rubirizi Town
Council, Rubirizi District?

Scope of the study

Content scope

The researcher will investigate the effect of pupils’ daily attendance and academic performance
in Rubirizi Town Council, Rubirizi District. This study will be guided by the following specific
objectives; to examine whether pupils’ daily attendance lead to increased academic performance
among girls in Rubirizi Town Council, Rubirizi District, to assess how pupils’ daily attendance
influence punctuality in Rubirizi Town Council, Rubirizi District and to ascertain how pupils’
daily attendance lead to commitment to studies in Rubirizi Town Council, Rubirizi District.

Geographical scope
The study will be carried out in Rubirizi Town Council, Rubirizi District which is about 10 km
from District Head quarters. Rubirizi District is found in Western Uganda about 324km from
Kampala through Masaka - Mbarara Road. Rubirizi Town Council borders Rutoto Sub County in
the North, Ryeru Sub County in the East, Kichambwa Sub County in the South and Magambo
Sub County in the west, The study will be carried out in two cells with in Rubirizi Town
Council.
Time scope

The study will be carried out from the period of August, 2023 to January 2024. The research
intends to carry out the study from the period of 2023 to 2024.

Significance of the study

For this study, the findings were worthwhile in the following ways:-

The study might contribute much to the existing information and knowledge and the findings
might help other students to acquire knowledge on the effect of pupils’ daily attendance and
academic performance in Rubirizi Town Council, Rubirizi District.

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This study might be useful to various groups beginning with the Ministry of Education and
Sports Science and Technology which needs to know the future of education in the regions and
lay strategies for improving the quality of education.
Teachers, parents and education officers as the immediate stakeholders of education might be
informed on important aspects which can be put in place or can be practiced to improve quality
education in schools.
The Ministry of Education and Sports, Science and Technology will benefit from the findings
and be able to draw meaningful plans to improve and maintain quality education in Rubirizi
District and Uganda as a whole for development.
The researcher might benefit from this research by acquiring the necessary knowledge and skills
about data collection for improved social-economic development.
To the researcher, the study will equip student with the knowledge and skills of data collection as
well as acquiring a PGD in education of KI University.
Conceptual framework:
The conceptual framework is a diagrammatic representation showing the relationship between
the independent and the dependent variables. This research study was therefore guided by the
following conceptual framework:
Independent variables Dependent variables
(Effects of pupils’ daily attendance) (Academic performance)

Daily attendance increases

academic performance
High academic performance
Punctuality influence performance
Increased competences:
Commitment to studies

Source: Developed by the researcher, 2024.

In conclusion, this chapter introduces the background of the study, statement of the problem,
research questions, general and specific objectives, significance of the study, scope of the study,
limitations of the study and conceptual frame work

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 CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter focuses on what other researchers/ authors have put forward on the topic: “the effect
of pupils’ daily attendance and academic performance in Rubirizi Town Council, Rubirizi
District.

Daily attendance increased academic performance and academic performance

School attendance is the daily or regular learner participation in school activities (Gottfried,
2010). Through regular school attendance, learners get to access consistent educational support
for their academic attainment (altimore Education Research Consortium (2011. When learners
attain academically, Honneth (1995) observes that they recognize their identities and
intersubjective awareness of their social and individual capabilities.

However, Balfanz, R., and Byrnes, V. (2012) assert that regular school attendance is a
commitment to classroom time and activities right from enrolment to finalization of a full
academic program. School attendance is an important factor that influences the academic
performance of pupils. Roby (2004) School Attendance Hypothesis indicates that regular school
attendance could help pupils to achieve academic excellence.

Similarly, hattarai, N. K. (2017) advises that pupils need regular school attendance for them to
be highly engaged with classroom activities. Black et al. (2014) argue that school attendance is
reinforced through continuous teacher guidance and parental/guardian encouragement. However,
it is legitimate for school teachers to maintain a daily pupil attendance record (Bagaya, 2019).

The attendance record is regularly reviewed by the head-teacher and the district inspector of
schools as a quality assurance measure (Nsubuga, 2008). In order to increase educational quality
and equity, the government of Uganda introduced the Universal Primary Education (UPE)
program in 1996.

Attendance has long been subject of debates while measuring performance of teachers and
pupils. Proponents advocate that there is a direct relationship between these two variables and

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there has been prolific literature in this direction. Over the past few years, it has been observed
that there has been a decline in student’s academic performance. Evidence shows that salary
increment of teachers is a big predictor of performance and is widespread across all
organizations. In an attempt to control the issue and to boost up academic performance, the
University of Mauritius has enforced an 80% attendance policy to compel students in attending
lectures. It is argued that attending classes is of value added to the student as this leads to better
understanding of concepts (Fang, 2008).
Ledman and Kamuche (2002) examined the effects of regular attendance on teacher’s
performance. Their results show that pupil’s performance is better when teacher’s attendance is
higher. According to them, students who perform best on tests and exams are not necessarily
those who have better understanding of the course material. Other factors such as revision
strategies and peer-group effects might have significant impact on performance. They noted that
teacher’s attendance has a very big marginal benefit on test scores. This idea is supported by
Purcell (2007) who found out that for each 10% increase in teacher’s attendance, there was about
a 3% increase in examination performance for pupils.
Punctuality and quality education

punctuality among students are the important issues that draw the attention of many researchers
as good time management is essential to success for students at school. In general, time
management can be described as someone’s control over time. It can also be considered as the
process in which an individual effectively conducts the tasks and having control over the time
and the content of what he/she does (Onacken, W. Jr. &Wass, D. L. (2011).

Moreover, teachers may play an important for improving time management and punctuality
issues among students. It is believed that if teachers do not manage time properly during the
process of teaching in the classroom, it may interfere with the students’ learning. Therefore, time
management among teachers in teaching and learning process is also necessary to improve
student’s time management and punctuality issues. A good time planning is required for each
teacher in the process of teaching in order to create systematic teaching environments that attract
students following the punctuality in their learning. School discipline such as formulating
appropriate rules and regulations are also necessary in order to improve student’s time
management and punctuality issues (Schuler, R. S, (2009).

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Students’ attendance is an important aspect in the process of learning as persistent lateness to
classes is disruptive to the teaching and learning activities of all school students. Given priority
on these aspects, it is necessary to take steps to improve the condition of time management and
punctuality problems among students, parents and teachers may play an important role to reduce
such types of problems that currently happening in school. Parents are the most closest with their
children in the home. When parents were ignoring time management issues at home, it was
difficult for students to manage their time properly. Therefore, primary teaching could be given
at home that may bring positive impact on student’s punctuality and time management issues
(Simpson, B. G.2008).

Commitment to studies and academic performance

Commitment is a psychological attachment to an organization in which people give their loyalty

to its values and goals. Commitment is the emotional bond learners and teachers demonstrate
toward their work. Commitment has been recognized as one of the most critical factors in
effective teaching and learning. Thereby, learners or teachers with high level of commitment can
make a difference to the learning and achievement of their academic progress. Committed
learners and teachers are affiliated with the school they work for and they invest their time and
energy in promoting their school. Teacher commitment is associated with creating an effective
learning environment in which students enhance their abilities for greater achievement.
Commitment is an internal force that drives teachers to show enhanced job performance (Tsui &
Cheng, 1999).

In the same vein, passion that committed teachers have, is caring and learning new things.
Passion is motivation and seeking for the new. It is the inclination somebody shows towards an
activity in which he/she invests time and energy (Carbonneau, Vallerand, Fernet & Guay, 2008).
Learning, experiencing new things and passion are closely related to each other. Day (2004)
states that passion is associated with hope, commitment, caring and enthusiasm. Passion is a
significant factor as it inspires and motivates teachers.

Commitment has been considered as a passion to the work. Passion is at the core of effective
education. Day (2004) argues that commitment is a need for a high quality education.
Commitment encourages both learners and teachers to act as it is source of motivation

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(Vallerand, 2007). For that reason, commitment can create excitement for learners to achieve
better. Hargreaves (1997) points out that without commitment all pedagogical approaches fail.
Therefore, the effect of commitment on learner achievement is widely recognized.
Firestone, W. A., & Pennell, J. R. (2013) maintained that commitment to teaching and learning
is an effective route to the development of teaching practice. Commitment to teaching and
learning gives teachers the responsibility to explore constantly new ways of teaching to develop
learning experiences of students. Teachers and learning with commitment have the potential to
provide innovative instructional strategies that can lead to better achievement. Moreover,
committed teachers through encouraging students to involve in school activities can create
zealous learners. Teacher commitment is essential to high quality teaching and it includes
commitment to the school, students, career continuance, professional knowledge base and
teaching profession (Crosswell & Elliott, 2004).
Teacher commitment is a motivational force that inspires teachers to invest more time and
energy in student achievement. This willingness of promoting student accomplishment inspires
teachers to seek ways to enhance teaching profession and establish an effective learning
environment to allow students to reach their goals. Teacher commitment is a crucial factor that
impacts student achievement. Committed teachers devote themselves to their students, school
and teaching profession. When teachers are involved in developing their teaching profession,
they can influence student accomplishment. Teachers with high level of commitment also
motivate students to involve in school activities. Once students take part in learning activities,
they stand a better chance to develop their achievement (Billingsley, B. S., & Cross, L. H.
(2012).

Summary of the literature

Fang, (2008) argued that regular attendance of classes is of value added to the student as this
leads to better understanding of concepts. It facilitates interaction among students by working in
groups. Failure to meet the attendance threshold, a teacher is debarred for poor performance
hence affecting student’s achievement levels.

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 CHAPTER THREE
RESEARCH METHODS:
Introduction
This chapter gives the methods that were used to solicit the responses and reviews from the
respondents of study. This chapter covers the following; research design, locale of the study,
population of the study, target population, sample size, sampling procedures, research
instruments, validity and reliability, methods of data collection and data analysis.

Research Design
The study will apply the descriptive research design. Descriptive research design is a method of
collecting data by interviewing and administering questionnaires to a sample target of
respondents to solicit their views. It is a method for measuring characteristics of large sample
population (Orodho, 2003).

Descriptive research design is appropriate for the study because it enables the data collection and
analysis of both qualitative and quantitative data be collected. It maintains a high level of
confidentiality; it is convenient because it enables data to be collected faster and enables
questions to be administered personally in an interview or personal through a questionnaire. It
also gives the study an opportunity to get accurate views of the responses as well as test theories
on social relationship at both the individual and group level (Kothari, 2003).

The study will use quantitative and qualitative approaches in this study, whereby in the
quantitative approach, the study will describe findings using frequencies and percentages to
explain the variables on “the effect of pupils’ daily attendance and academic performance in
Rubirizi Town Council, Rubirizi District.

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The study will use both Primary and Secondary data. Primary data will be obtained by use of a
questionnaire and interview guide while Secondary data will be found from related literature,
records, files and documentaries related to the topic under study.
Population of the Study
The study will target two wards with three categories of respondents’ pupils, Teachers and local
leaders. In this study, the researcher will use the Health assistant and Community Development
Officer (CDO) Rubirizi Town Council as key informants because they will be able to give
technical information to the study. The study will target a total sample population of 65
respondents both male and female.
Sample Size
Sekaran, (2003) defines sampling, as the process of choosing the research units of the target
population, which are to be included in the study. The sample size for this study therefore will be
60 selected from different categories of respondents from wards. The study sample size will
include; 36 pupils, 14 Teachers and 10 key informants who will include District Inspector of
schools, Head teachers and deputy Head Teachers.
Table 1: Sample size
Category of respondent Target Sample Sampling techniques
population size
Pupils 40 36 Random sampling
Teachers 15 14 Purposive sampling
Key Informants; District Inspector of Purposive Sampling
schools, Head teachers and deputy 10 10
Head Teachers
Total 65 60
R.V Krejcie & D W Morgan (1970), as cited by Amin. E, (2005)
Sampling Procedure:
The study will use both purposive and random sampling during the process of data collection.
Purposive sampling will be used based on the researcher’s opinion in selecting respondents who
are relevant in the investigation process and likely to give rich information. Random sampling
will be used in selecting main respondents such as pupils because of their large numbers; it is

19
believed to give unbiased samples and also to give equal opportunities to all respondents during
data collection.
Research Instruments:
The investigator will use two instruments to generate and triangulate information that will
answer different research opinions in relation to the questions set and these include; the
questionnaire and interview guide for key informants. The questionnaire will be applied on
pupils, teachers and local leaders as main respondents whereas interview guide will be applied
on the key informants such as; District Inspector of schools, Head teachers and deputy Head
Teachers.
Questionnaire:
The study/ investigator will use a self administered questionnaire as a major tool of data
collection. Within the scope of this study, the variables employed will include; limited medical
facilities, shortage of medical staff and solutions which affect maternal mortality. Close ended
questions will be used to allow respondents to give more detailed information and to state their
opinions by providing them with a rating scale. Open ended questions will be included as well in
an attempt to generate alternatives and multiple approaches to the soliciting of information
related to the topic under study.
Interview Guide
The study will use face to face interviews with respondents and questions about the topic under
study and will be asked questions upon which the respondents will be in position to provide their
personal independent opinion and views about the study. The method will be applied to
respondents such as District Inspector of schools, Head teachers and deputy Head Teachers who
will give useful information as key informants.
Methods of Data Collection:
Questionnaire
It will be used to help the study get data which is hard to get by using interview guides for
example when a respondent has a busy schedule. The questionnaires will be used on local
leaders, teachers and pupils. The questionnaire will also work on the main respondents who
know how to read and write.

20
Interviewing
The study will use face to face interviews with various key respondents. The researcher will ask
questions about the topic of study upon which the respondents will give immediate opinions. The
method will be applied to respondents such as District Inspector of schools, Head teachers and
deputy Head Teachers who will be able to give useful information as key informants.
Methods of Data analysis
Qualitative as well as quantitative data will be used to collect and analyze data during the study.
Quantitative data will be analyzed using tables of frequencies whereas qualitative data will be
analyzed thematically.
Reliability and Validity
Reliability
Reliability is a measure of the degree to which a research instrument yields consistent results or
data after repeated trials (Mugenda and Mugenda, 2003). Pre test of the tool will be done in
different schools and repeated after one week to show the reliability of the instruments. This will
yield two scores for each person and the correlation between these two sets of scores will be
called the test-retest reliability coefficient. The test will be carried out on 7 respondents and will
be done from a Ryeru Sub County that shared similar characteristics so that the instruments are
authentic so that the concept on pupils daily attendance and performance of pupils in primary
schools in Rubirizi District. This will be done to confirm that in the design of the instruments,
the study takes into account the fact that every question set, realistically measures the topic under
study using different variables.

The reliability of the instruments will be established by applying the questionnaire twice in
exactly the same conditions to see if the researcher obtains similar results. The reliability of
measuring scales used in this study will be estimated as determined by applying Cronbach’s
alpha formula to mean inter-item correlation. The study will use the Cronbach’s Alpha test to test
the reliability of the instruments reliability and the recommended reliability coefficient is
expected to be 0.5 and above as recommended.

21
Validity
Validity is the degree to which a test measures what it purports to measure. Content validity of
instrument is the extent to which it provides adequate coverage of the investigative questions
guiding the study (Mugenda, Mugenda, 2003). In this study, content validity will be determined
by consulting the expertise of the supervisor. The expert will look at every question in the
questionnaire to ascertain that the questions answer research objectives of the topic under study.
Recommendations from the expert will be taken into consideration in order to improve the
instruments.

The questionnaire will be designed in such a way that the test items adequately samples the
domain of possible items and covers all the variables in the study. The designing of the
questionnaire will be monitored closely by research supervisor to make sure that it covers all the
content area and make sure that all the sub-areas are included and in their right proportion. The
content related validity of the questionnaire will be determined by giving a sample questionnaire
to the research supervisor. The supervisor then will examine the questionnaire to assess the
relevance of the questions with the objectives of the study and the content validity index will be
computed in line with the formula for validity as indicated below.

CVI= Y
N
Where Y = Total number of items in the questionnaire declared valid by both student and
Supervisor, N = Total number of items in the questionnaire and in this case a figure 0.7 and
above will be considered valid (Amin, 2005)

Editing:
Editing of data is a process of examining the collected raw data to detect error and omission and
to correct those where possible. Editing will involve carefully arranging of the completed
questionnaires or schedules. Editing will be done to ensure that the raw data is accurate,
consistent with other facts gathered, uniformly entered as completed as possible and arranged to
facilitate coding and tabulating.

22
Coding:
The edited raw data will be coded. Coding will involve assigning numbers to similar questions
for easy identification and to avoid repetition of questionnaires. In this case SPSS (Statistical
package for Social Scientists) will be used to analyze the coded data. The frequency of the
perspective codes were changed into figures and percentages.

Tabulation:
The edited data will then be ready for Tabulation. Tabulation of data will involve the use of
tables/ graphs.
Ethical Considerations
The researcher will be given a formal letter introducing her to the agency where the research
study will be conducted requesting permission to conduct this research study. Participants will
sign consent forms upon accepting to participate in the study. Participants who may be
uncomfortable and wish to withdraw their participation will be allowed to do so. Privacy and
confidentiality will be strongly maintained throughout the course of study.
In this study the researcher will give attention to the respondents who will agree to voluntarily
participate in this study. This will be done through guiding the respondents where possible to
allow the give real information.

More still while the researcher puts into consideration the privacy of the respondents, they will
also be given maximum motivation to give room for free expression of the participants in order
to allow them provide the necessary data.

23
 Reference

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Kampala, Uganda
Alexander, Entwisle & Horsey, 1997; Epstein & Sheldon, 2002; Hallfors et al., 2002; Rothman,
2001). From first grade forward: Early foundations of high school dropout. Sociology of
Education, 70(2), 87-107.
Australian Curriculum, Assessment and Reporting Authority (2012a). National Report on
Schooling in Australia 2010. Sydney: ACARA.
Australian Institute of Health and Welfare, (2009). A picture of Australia’s children 2012. Cat
no. PHE 167. Canberra: AIHW.
Billingsley, B. S., & Cross, L. H. (2012). Predictors of commitment, job satisfaction, and intent
to stay in teaching: A comparison of general and special educators. Journal of Special
Education, 25, 453 – 471.

Bagaya, J. (2019). Secondary School Inspection Practices in Western Uganda: Implications on

Pedagogy. Unpublished PhD Thesis. Makerere University, Kampala.

Balfanz, R., and Byrnes, V. (2012). The Importance of Being in School: A Report on
Absenteeism in the Nation’s Public Schools. Baltimore, MD: Johns Hopkins University Center
for Social Organization of Schools. Retrieved August 19, 2016, from
http://new.every1graduates.org/the-importance-of-being-in-school/

Bhattarai, N. K. (2017). What factors affect School Attendance. Quantitative and Qualitative
Study of Evidence from Nepal. Unpublished PhD dissertation. Colorado State University. Fort
Collins, Colorado. USA. https://mountainscholar.org/handle. Bils,

Baltimore Education Research Consortium (2011). Destination graduation: Sixth grade early
warning indicators for Baltimore city schools: Their prevalence and impact. Baltimore, MD:
BERC. https://www.baltimore-berc.org.

Carbonneau, N; Vallerand, R; Fernet, C; Guay, F. (2008). The Role of Passion for Teaching in
Intrapersonal and Interpersonal Outcomes. Journal of Educational Psychology, 100(4), 977-987.
Crosswell, L., & Eliott, B. (2004). Committed Teachers, Passionate Teachers: The Dimension of
Passion Associated with Teacher Commitment and Engagement. [Proceedings] AARE
Conference, Melbourne, Australia.
Day, C. (2004). A Passion for Teaching. London: Routledge Falmer.
Fang (2008). Class Attendance and Exam Performance: A Randomized Experiment. Journal of
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differential incentive policies. Review of Educational Research, 63, 489-525.
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Alliance for Children & Youth.
Kothari, R.C. (2003), Research Methodology Methods and Techniques. New Delhi International
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California

Mugenda, .M. and Mugenda A.G. (2003). Research Methods, Quantitative and Qualitative
Approaches. ACT S Press, Nairobi, Kenya
Orodho, J, A (2004). Essential of Educational and social Science, Research methods, Nairobi:
Masola Publishers. 70
Onacken, W. Jr. &Wass, D. L.(2011) Management Time: Who’s got the monkey? In Winning
The Race Against Time: How Successful Executives Get More Done in a Day (pp.49-54).
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25
 APPENDIX 1: Consent Form

Kampala International University

Western Campus
Faculty of Education

Dear Respondent

RE: CONSENT FORM

I am Murungi Rosemary a student of KIU carrying out a research aiming at finding out the
effect of pupils’ daily attendance and academic performance in Rubirizi Town Council, Rubirizi
District. The study is part of my field work practical and requesting you to give me more
information about this study phenomenon and the information given will be treated with utmost
confidentiality.

The researcher will be grateful for the few minutes spared to complete this questionnaire.

Thank you in advance.

Yours faithfully,

........................................

Murungi Rosemary

26
 APPENDIX A: Questionnaire for Respondents

Dear respondent,

I am Murungi Rosemary of Kampala International University student pursuing a Post Graduate

Diploma and conducting research on the topic “the effect of pupils’ daily attendance and
academic performance in Rubirizi Town Council, Rubirizi District.

You have been randomly selected to participate in this study, and your participation is voluntary.
I kindly request you to answer the questions appropriately in the questionnaire or filling in the
blank spaces where applicable. The information is basically for academic purposes.

Instructions

1. Tick the correct answer among the alternatives.

2. Fill in the blank spaces with the appropriate answer.

SECTION A: Social Demographic Characteristics.(Tick where appropriate)

Age 13-30 31-45 45-60 61+

Sex Male Female

Level of Education

Primary Secondary Tertiary Not applicable

Occupation status:

Civil Servant Student/pupil

The questions provided here below are about the effect of pupils’ daily attendance and academic
performance in Rubirizi Town Council, Rubirizi District.

Kindly read each question carefully and respond by ticking where appropriate.

Use the scale 1-strongly agree 2-agree 3- strongly disagree 4- disagree 5- not sure

27
 Daily attendance and quality education 1 2 3 4 5
1 Daily attendance increased improve performance among school children

2 Daily attendance increases learner participation in class hence reducing

chances of getting pregnant at an early age

3 School attendance improve grade scores among children

Daily attendance in schools provides a friendly learning environment

that aids competition leading to quality education.

Punctuality and quality education 1 2 3 4 5

4 Punctuality improve the reading competences among learners

5 Punctuality improves content coverage hence improvement in

performance
6 Punctuality of students improves competition brought by daily attendance
in schools.

7 Punctuality improves performance among students due to the daily

attendance in schools
8
Commitment to studies and academic performance 1 2 3 4 5

9 Commitment motivates learners in the teaching and learning

10 Commitment improves learners academic performance

11 Commitment improves learning competencies hence improved

academic performance

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Section C
1) How does daily attendance in schools improve on quality education in your area
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...
2) How has Commitment helps to improve the quality of education in your schools
…………………………………………………………………………………………………….
……………………………………………………………………………………………………..

3) Suggest in your own way how quality education can be improved

…………………………………………………………………………………………………….
…………………………………………………………………………………………………….

29
Research Budget

Particulars Qty Rate Amount

Printing proposal 3 20000= 60,000=

Photocopying questionnaires 300 100= 30000=

Printing report 4 20000= 80000=

Transport to the field 4 10000= 40000=

Binding 3 20000= 60,000=

Consultations 100000= 100000=

Internet 5000= 10000=

Total 400,000=

Research Time line

Time schedules Activities

August , 2023 Selection of researchable topics

sept –oct , 2023 Writing research proposal

Nov , 2023 Proposal presentation and defense

Nov , 2023 to December 2023 Corrections

December 2023 Data collection from the field

January 2024 Presentation of report to supervisor

January to Feb. 2024 Final dissertation submission

30
APPENDIX C: SAMPLE SIZE DETERMINATION TABLE BY KREJCIE AND
MORGAN

N S N S N S N S N S

10 10 100 80 280 162 800 260 2,800 338

15 14 110 86 290 165 850 265 3,000 341

20 19 120 92 300 169 900 269 3,500 346

25 24 130 97 320 175 950 274 4,000 351

30 28 140 103 340 181 1,000 278 4,500 354

35 32 150 108 360 186 1,100 285 5,000 357

40 36 160 113 380 191 1,200 291 6,000 361

45 40 170 118 400 196 1,300 297 7,000 364

50 44 180 123 420 201 1,400 302 8,000 367

55 48 190 127 440 205 1,500 306 9,000 368

60 52 200 132 460 210 1,600 310 10,000 370

65 56 210 136 480 214 1,700 313 15,000 375

70 69 220 140 500 217 1,800 317 20,000 377

75 63 230 144 550 226 1,900 320 30,000 379

80 66 240 148 600 234 2,000 322 40,000 380

85 70 250 152 650 242 2,200 327 50,000 381

90 73 260 155 700 248 2,400 331 75,000 382

95 76 270 159 750 254 2,600 335 100,000 384

Source: from R. V Krejcie and D.W. Morgan (1970), as cited by Amin E. (2005): primary data
2017

31