Factors affecting lecture attendance under blended learning model; a case study of Makerere University, school of statistics and planning

Abstract

The purpose of this study was to determine the factors affecting lecture attendance under blended learning by students in at Makerere University, school of statistics and planning. The study objectives were; 1) to determine relationship between student family related factors and lecture attendance under blended learning at the school of statistics and planning, 2) to examine the relationship between student related factors and lecture attendance at the school of statistics and planning, and 3) to explore the relationship between course related factors and lecture attendance under blended learning at the school of statistics and planning. The study used questionnaires to collect data from a sample size of 96 students. The findings revealed that The family related factors associated with attendance of blended learning lectures at Makerere University were; family motivation (P=0.012), parental control (P=0.000), wealth status (P=0.001), and access to basic needs. The students related factors influencing the attendance of blended lectures include; Age of the student (P=0.014), academic performance (P=0.004), source of finance for financing education (P=0.009) and working during study (P=0.025). The course related factors found to significantly influence attendance of blended lectures by students include; blended learning modality (P=0.000), practical lessons (P=0.021) and course tests (P=0.046). Binary logistic regression indicated that the independent variables included in the model explains up to 75.2% of the dependent variable and therefore this model is plausible and adequately fits the data. Furthermore, only age (P=0.047), access to basic needs (P=0.004) and course testing had significant relationship with attendance of blended lecture by students at school of statistics and planning. The study recommended that parents and lectures should ensure availability of basic needs and course testing to promote blended lecture attendance.