Assessing poor attendance of undergraduate students of the university of Ilorin in general studies classes for a change

Abstract

Student attendance in General Studies (GNS) classes at the University of Ilorin has significantly declined despite institutional efforts to improve participation through scheduling adjustments and blended learning options. This persistent low attendance raises concerns about the effectiveness of GNS courses, which are designed to provide students with foundational knowledge across disciplines. The problem is multifaceted, with administrative, infrastructural, studentrelated, and lecturer-related factors contributing to absenteeism. Despite the university’s policy requiring 75% attendance for eligibility to write examinations, students frequently disregard GNS classes, potentially undermining their academic development and overall university experience. To investigate this issue, the study adopted a qualitative case study design, allowing for an in-depth exploration of the factors influencing poor attendance. Data were collected through an unstructured, two-item interview instrument administered via Google Forms to ensure respondents’ anonymity and encourage honest responses. The study sampled undergraduates from ten faculties using a purposive sampling technique, selecting 24 participants through simple random sampling. Data were analyzed thematically using ATLAS.ti. The findings highlight the urgent need for institutional reforms, infrastructural improvements, and pedagogical innovations to enhance student engagement and attendance in GNS classes.