Effect of Class Attendance on Learners’ Performance in History Subject in Selected Public Secondary Schools in Kayonza District, Rwanda

Abstract

The research investigated the impact of class attendance on students' performance in the history subject in selected public secondary schools in Kayonza District, Rwanda. The study employed a descriptive and correlation design with a mixed approach, involving a population of 718 respondents, including 118 teachers and 600 students. Results revealed that 71.3% of respondents agreed that students attending classes on time significantly affected performance in the history subject. Additionally, 72.5% agreed that the number of presentations in class and 70.8% agreed that participation in group activities were also class attendance factors influencing performance. For the second objective, the study found that 72.1% strongly agreed that completion of homework was a crucial factor affecting students' performance in history. Moreover, 60.5% believed that test and exam results were instrumental in analyzing performance, and 65.1% agreed that student cooperation based on historical principles was a key factor. Regarding the relationship between attendance and performance, 95% of respondents agreed that students attending class on time had a positive correlation with greater cooperation based on historical principles (r=.451**) and test/exam results (r=.305**). Moreover, attendance correlated positively with student competition outcomes in the history topic (r=.632). The study revealed positive correlations of the number of students present in class with greater cooperation (r=.250), test/exam results (r=.029), and competition outcomes (r=.093). Based on the findings, the study recommended that the Ministry of Education (MINEDUC) and Rwanda Education Board plan teacher training programs on effective history teaching methods. It further suggested the provision of adequate teaching and learning materials, such as charts, textbooks, and dictionaries. Additionally, all stakeholders in the education sector were encouraged to support history teaching and learning activities in Rwanda. In conclusion, the research indicated a positive association between class attendance and students' performance in the history subject. The recommendations emphasized the importance of teacher training and the provision of appropriate teaching materials to enhance history education in Rwanda. The study also proposed further research on the effects of different teaching and learning methods on academic performance in the history subject.

Keywords: Class Attendance, Learners’ Performance, History Subject, Selected Public Secondary Schools, Kayonza District, Rwanda