Faculty perspectives on student absenteeism in undergraduate health sciences education: a cross-sectional study

Abstract

Introduction: Student absenteeism in undergraduate Medical and Health Sciences programs is a growing concern, affecting academic performance and professional preparedness. Faculty perspectives though essential for understanding and addressing this issue, remain underexplored in quantitative research.

Objectives: To quantify faculty perceptions of the causes of student absenteeism, preferred interventions, and their associations with faculty demographics.

Materials and Methods: A cross-sectional online survey was conducted among 150 faculty members at Liaquat University of Medical and Health Sciences, Hyderabad, Pakistan from September to November 2024. A structured questionnaire gathered data on demographics, perceived attendance trends, contributing factors, and suggested strategies. Data were analyzed using SPSS. Descriptive, and inferential statistics were applied; p < 0.05 was considered statistically significant.

Results: Most participants were female (80%) and had over five years of teaching experience (83%). A decline in student attendance was reported by 67.5%, and 80% agreed that attendance affects academic performance. Major causes included exam pressure (73%), repetitive content (62%), and internet distractions (57%). Over half recommended interactive teaching, attendance-based incentives, and mental health support. Female faculty more often reported declining attendance (χ² = 7.78, p = 0.005). Teaching experience positively correlated with attributing absenteeism to internet use (r = 0.32, p = 0.001). Logistic regression showed that female gender (OR = 1.8) and greater experience (OR = 1.5) predicted the likelihood of recommending solutions.

Conclusion: Faculty perceive absenteeism as a multifactorial issue requiring pedagogical, psychosocial and institutional reforms to foster engagement.