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