ASSESS THE IMPACT OF BIOMETRIC ATTENDANCE SYSTEMS ON TEACHER

PUNCTUALITY AND STUDENTS ACADEMIC PERFORMANCE

BY

ABUBAKAR BAPPAH ALI

PG23/MED/PSY/1001

JULY, 2024
i
 ABSTRACT

This study examines the impact of biometric attendance systems on teacher punctuality and
student academic performance at Government Day Senior Secondary School Bolari East Army
Barracks, Gombe. Utilizing a quasi-experimental design, the research encompasses a total
population of 50 teachers and 100 SS1A students directly engaged with the biometric attendance
system. The sample for this study includes 10 teachers and 10 students.The findings indicate a
significant improvement in teacher punctuality post-implementation of the biometric attendance
system. The mean teacher punctuality increased from 45 days to 60 days, with a t-value of -5.49
and a p-value of 0.00038, substantially below the 0.05 significance threshold. This suggests that
the biometric attendance system has a significant positive effect on teacher attendance.Contrary
to expectations, the biometric attendance system did not significantly impact student academic
performance. The mean academic performance slightly decreased from 48.892 to 46.738, with a
paired t-test yielding a t-value of -0.278 and a p-value of 0.787, indicating no statistically
significant difference. This suggests that although teacher punctuality improved, it did not
translate into better student academic performance within the study period.Based on these
findings, the study recommends the continued use of biometric attendance systems to maintain
and enhance teacher punctuality. Additionally, it suggests implementing supplementary
measures such as professional development for teachers, curriculum enhancements, and student
support programs to convert improved punctuality into better academic outcomes.

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 TABLE OF CONTENT

ABSTRACT....................................................................................................................................ii

TABLE OF CONTENT.................................................................................................................iii

CHAPTER ONE..............................................................................................................................1

1.1 Background to the Study........................................................................................................1

1.2 Statement of the Problem......................................................................................................2

1.3 Research Objectives..............................................................................................................3

1.4 Research Questions...............................................................................................................3

1.5 Research Hypothesis............................................................................................................4

1.6. Assumptions for the Study....................................................................................................4

1.7. Significance of the Study......................................................................................................6

1.8. Justification of Significance..................................................................................................8

1.9. Scope of the Study................................................................................................................9

1.10 Delimitation of the Study....................................................................................................9

CHAPTER TWO...........................................................................................................................11

REVIEW OF RELATED LITERATURE.....................................................................................11

2.1 Introduction..........................................................................................................................11

2.2 Conceptual Background......................................................................................................12

2.3 Theoretical Framework........................................................................................................16

2.3.1 Self Determination Theory................................................................................................16

2.4 Review of Empirical Studies...............................................................................................17

CHAPTER THREE.......................................................................................................................21

METHODOLOGY........................................................................................................................21

3.1 Introduction..........................................................................................................................21
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 3.2 Research Design...................................................................................................................21

3.3 Population and Sample.........................................................................................................22

3.4 Sample Size..........................................................................................................................23

3.5 Sampling Techniques...........................................................................................................23

3.6 Data Collection Instruments.................................................................................................24

3.7 Validation of the Instruments..............................................................................................25

CHAPTER FOUR.........................................................................................................................28

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION..........................................28

4.1 Introduction..........................................................................................................................28

4.2 Results of Pilot Study..........................................................................................................28

4.3 Summary of Findings...........................................................................................................29

4.4 Summary of Data.................................................................................................................29

4.5 Data analysis........................................................................................................................33

4.5.1 Alternative Hypothesis (H₁)..............................................................................................33

4.5.2 Interpretation.....................................................................................................................34

4.5.3 Assumption of the Study..................................................................................................35

4.5.4 Answering Research Questions........................................................................................35

4.5.5 Interpretation of Hypotheses Testing................................................................................35

4.5.6 Summary of findings.........................................................................................................37

4.5.7 Implications for Policy and Practice................................................................................38

4.5.8 Contributions to Knowledge.............................................................................................38

4.6 Discussion of Findings.........................................................................................................38

CHAPTER FIVE...........................................................................................................................41

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS................................................41

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5.1 Introduction..........................................................................................................................41

5.2 Summary.............................................................................................................................41

5.3 Conclusions..........................................................................................................................42

5.4 Recommendations................................................................................................................43

5.4.1 Recommendations from the Study....................................................................................43

5.4.2 Recommendations for Further Studies.............................................................................43

5.4.3 General Recommendations..............................................................................................43

REFERENCES...........................................................................................................................45

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 CHAPTER ONE

1.1 Background to the Study

In the modern era, educational institutions have increasingly adopted technology to

enhance administrative efficiency and address various operational challenges. One such

technological intervention is the implementation of biometric attendance systems. This study

examines the impact of biometric attendance on teacher punctuality and student academic

performance, specifically focusing on Government Day Senior Secondary School Bolari East

Army Barracks, Gombe. Biometric attendance systems, which use fingerprint or facial

recognition technology to track the presence and absence of staff, have been touted as solutions

to the perennial issue of teacher absenteeism and tardiness (Ochieng & Kombo, 2021).

Traditional methods of attendance tracking, such as manual roll calls or paper logs, are often

criticized for their lack of accuracy and susceptibility to manipulation (Adebayo et al., 2022). By

automating this process, biometric systems aim to ensure a more accurate and reliable recording

of attendance, thereby addressing one of the major factors that affect teacher punctuality

(Sulaimon, 2023).Teacher punctuality is crucial for maintaining an effective learning

environment.

Research has shown that consistent punctuality among teachers positively influences

student outcomes by providing a stable and predictable classroom environment (Adeyemi and

Uko, 2018). Conversely, frequent absences or tardiness can disrupt the learning process, leading

to decreased academic performance among students (Johnson & Davis, 2021). The introduction

of biometric attendance systems may thus be seen as a measure to enhance teacher reliability

and, consequently, improve educational quality.In the context of Government Day Senior
1
Secondary School Bolari East Army Barracks, Gombe, this study aims to assess whether the

adoption of biometric attendance systems in public secondary schools has led to measurable

improvements in teacher punctuality and, by extension, student academic performance.

Preliminary observations suggest that while technology alone may not resolve all issues related

to teacher attendance, it could serve as a deterrent against habitual lateness and absenteeism,

thereby creating a more conducive learning environment (Khan et al., 2023).This case study will

contribute to the broader understanding of how technological interventions in educational

administration affect key variables such as teacher punctuality and student performance. By

focusing on a specific region and school type, the study provides insights that can inform policy

and practice in similar contexts.

1.2 Statement of the Problem

In the educational sector, effective management of teacher attendance is critical for

maintaining a consistent and high-quality learning environment. Teacher punctuality directly

influences the instructional time available to students, which in turn affects their academic

performance. At Government Day Senior Secondary School Bolari East Army Barracks Gombe,

issues of teacher absenteeism and tardiness have been a persistent challenge, leading to

disruptions in teaching and learning processes (Nwokedi & Akpan, 2022). Traditional attendance

tracking methods, such as manual roll calls and paper-based records, have proven inadequate in

addressing these challenges. These systems are often prone to inaccuracies, manipulation, and

inefficiencies, which undermine their effectiveness in ensuring regular teacher attendance (Aliyu

et al., 2023). To address these issues, many institutions are turning to biometric attendance

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systems, which are designed to provide a more accurate and tamper-proof method of recording

teacher presence (Ogunyemi & Folarin, 2021).

Despite the growing adoption of biometric technology in schools, its impact on key

outcomes such as teacher punctuality and student academic performance remains underexplored,

particularly in the context of Government Day Senior Secondary School Bolari East Army

Barracks Gombe. Initial observations suggest that while biometric systems have the potential to

enhance punctuality by minimizing opportunities for manipulation, there is limited empirical

evidence on whether these improvements in punctuality translate into better academic

performance for students (Suleiman & Usman, 2022).

This research seeks to address this gap by evaluating how the implementation of

biometric attendance systems affects teacher punctuality and, consequently, student academic

performance in Government Day Senior Secondary School Bolari East Army Barracks Gombe.

The study aims to provide insights into whether biometric attendance systems can effectively

improve teacher punctuality and whether these improvements have a positive impact on student

learning outcomes.

1.3 Research Objectives

i. To assess the impact of biometric attendance systems on teacher's punctuality in Government

Day Senior Secondary School Bolari East Army Barracks, Gombe.

I. To evaluate the impact of the biometric attendance systems on students academic performance

scores in Government Day Senior Secondary School Bolari East Army Barracks, Gombe.

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1.4 Research Questions

i. How does the implementation of a biometric attendance system affect teachers' punctuality in

Government Day Senior Secondary School Bolari East Army Barracks, Gombe?

ii. What is the impact of the biometric attendance system on student academic performance in

Government Day Senior Secondary School Bolari East Army Barracks, Gombe?

1.5 Research Hypothesis

Hypothesis for Teacher's Punctuality

Alternative Hypothesis (H₁)

The implementation of the Biometric Attendance System has a significant impact on teacher's

punctuality. (The mean number of punctual days before and after implementation are not equal).

Hypothesis for Student Academic Performance Scores

Null Hypothesis (H₀)

The implementation of the Biometric Attendance System has no significant impact on student

academic performance scores. (The mean academic performance scores before and after

implementation are equal).

1.6. Assumptions for the Study

The study on the impact of biometric attendance systems on teacher punctuality and

students' academic performance at Government Day Senior Secondary School Bolari East Army

Barracks, Gombe is based on several key assumptions. These assumptions are derived from the

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statement of the research problems and the research objectives. They form the foundation upon

which the study is conducted and guide the interpretation of the findings. Accuracy and

Reliability of Biometric Attendance Systems.

It is assumed that the biometric attendance systems employed in the school are accurate

and reliable. This means that the systems effectively record attendance without errors or

technical issues, ensuring that the data on teacher attendance is precise and trustworthy. The

study assumes that the introduction of biometric attendance systems will lead to improved

teacher punctuality. It is posited that the mandatory use of biometric systems for recording

attendance will reduce absenteeism and tardiness among teachers, thus ensuring that they are

present and on time for their scheduled classes.

Another critical assumption is that improved teacher punctuality will positively impact

students' academic performance. The rationale is that consistent teacher presence and punctuality

will result in more effective instructional time, better student engagement, and ultimately, higher

academic achievement. The study assumes that the implementation of biometric attendance

systems is uniform across Government Day Senior Secondary School Bolari East Army

Barracks, Gombe. This means that the school adheres to similar standards and procedures for

using the biometric systems, ensuring comparability of results across different contexts within

the institution. It is assumed that both teachers and students will adapt to the use of biometric

attendance systems without significant resistance or disruption.

`This includes the assumption that teachers will comply with the new attendance

recording procedures and that students will not face any negative impacts from the change in

attendance monitoring methods. The study assumes that adequate training and support are
5
provided to teachers and school administrators for the effective use of biometric attendance

systems. This ensures that any technical issues can be promptly addressed and that users are

competent in operating the systems.

It is assumed that other external factors that could influence teacher punctuality and

student academic performance are either constant or have minimal impact during the study

period. This includes factors such as policy changes, socioeconomic conditions, and other

educational interventions that might affect the study outcomes. The study assumes that there is

cooperation and support from all relevant stakeholders, including school administrators, teachers,

students, and parents. This cooperation is essential for the successful implementation and

monitoring of the biometric attendance systems.

It is assumed that the study will be conducted in full compliance with ethical standards,

including obtaining necessary permissions and ensuring the privacy and confidentiality of the

participants. This assumption is critical to maintaining the integrity of the research process and

the validity of the findings.

1.7. Significance of the Study

This study aims to contribute significantly to the existing body of knowledge by

examining the impact of a biometric attendance system on teacher punctuality and students'

academic performance within Government Day Senior Secondary School Bolari East Army

Barracks, Gombe. By focusing on this specific context, the research provides empirical evidence

on the effectiveness of biometric systems in enhancing educational outcomes.

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 The study's findings will be valuable for understanding the broader implications of

technology integration in educational settings, potentially serving as a reference for future

studies on similar topics in other regions or countries.

The theoretical framework guiding this study includes theories related to technology

acceptance, educational management, and performance improvement. The results of this study

may either support or challenge these existing theories. For instance, if the biometric attendance

system leads to significant improvements in teacher punctuality and student performance, it will

bolster theories advocating for technology integration in education. Conversely, if the system

shows minimal or negative impact, it may prompt a reevaluation of these theories and suggest

alternative approaches or additional factors that need to be considered.

The outcomes of this study has the potential to influence educational policy and practice

significantly. If the biometric attendance system proves effective, it could prompt policymakers

to advocate for its widespread adoption across other schools. This could lead to the development

of standardized guidelines for the implementation and management of biometric systems in

schools, ensuring consistency and efficiency. Additionally, the study could highlight best

practices and potential pitfalls, guiding practitioners in optimizing the use of such technology to

enhance educational outcomes.

The findings of this study will be of immense significance to various stakeholders,

Insights from the study can help educational authorities make informed decisions about investing

in and deploying biometric systems to improve school management and performance.

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 Comprehending the impact of biometric attendance on punctuality can help school

administrators and teachers improve their time management and accountability, ultimately

enhancing the overall educational environment. Improved teacher punctuality and academic

performance directly benefit students, leading to better learning experiences and outcomes.

Parents, in turn, gain confidence in the educational system's ability to provide a quality education

for their children.

The study's outcomes can inform policymakers on effective strategies for integrating

technology into the education sector, supporting initiatives that promote innovation and

improvement in schools. Technology Providers: Companies that develop and supply biometric

systems can use the findings to refine their products, ensuring they meet the specific needs of

educational institutions and contribute positively to educational outcomes.

1.8. Justification of Significance

The study's significance lies in its potential to drive meaningful change across various

aspects of the educational ecosystem. For educational authorities and policymakers, the findings

provide actionable insights that can shape policies and investment decisions, promoting the

adoption of effective technological solutions. Teachers and school administrators will benefit

from improved attendance tracking, leading to better punctuality and performance, which

directly impacts student learning. Students, as the primary beneficiaries, will experience

enhanced educational outcomes, while parents will gain increased trust in the educational

system.

Furthermore, technology providers will receive valuable feedback to refine their

offerings, ensuring they align with the needs and goals of educational institutions.In conclusion,
8
this study on the impact of biometric attendance systems on teacher punctuality and student

academic performance at Government Day Senior Secondary School Bolari East Army Barracks,

Gombe, stands to offer significant contributions to knowledge, policy, practice, and various

stakeholders within the education sector.

1.9. Scope of the Study

This study examines the impact of biometric attendance systems on teacher punctuality

and student academic performance at Government Day Senior Secondary School Bolari East

Army Barracks, Gombe. The scope of this study encompasses several key areas: The study will

measure the punctuality of teachers before and after the implementation of the biometric

attendance system. This includes recording the time of arrival and departure of teachers to

determine any changes in punctuality patterns. The study will analyze students' academic

performance in terms of grades and overall achievement. This will involve comparing academic

records from periods before and after the introduction of the biometric system.

The primary independent variable is the implementation of the biometric attendance

system. The study will evaluate how this system influences the dependent variables. The study

will focus on teachers employed at Government Day Senior Secondary School Bolari East Army

Barracks, Gombe. This includes teachers across different grades and subjects. The study will

include students enrolled in this school, covering a diverse range of ages, grades, and academic

abilities.

The study is geographically limited to this school. The chosen school will provide a

representative sample of the educational environment within the local area. The study will gather

data on teacher punctuality and student academic performance for a specified period before the
9
biometric system's implementation. Similarly, data will be collected for a specified period after

the biometric system is put into place to analyze changes and impacts.

1.10 Delimitation of the Study

While the study aims to provide a comprehensive analysis of the impact of biometric

attendance systems, certain areas will not be covered, variables such as socio-economic status,

parental involvement, and other external factors that could influence student performance and

teacher punctuality are not within the scope of this study.The study will not delve into the

psychological motivations behind teacher punctuality or student performance.The impact of the

biometric system on non-teaching staff punctuality is not considered.

The study does not include students from schools outside Government Day Senior

Secondary School Bolari East Army Barracks, Gombe.The study is confined to this school and

does not extend to other local government areas or regions.The study will not cover the long-

term impact of biometric attendance systems beyond the specified post-implementation period.

Data from periods significantly before the biometric system's introduction are not included.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter provides a comprehensive review of literature relevant to the impact of biometric

attendance systems on teacher punctuality and student academic performance. It covers several

key areas: the conceptual background, theoretical framework, and empirical studies. The

literature review aims to establish a foundation for understanding the relationship between

biometric attendance systems and educational outcomes. The chapter is organized as follows:

2.2 Conceptual Background which comprises the definitions and explanations of major concepts

and variables related to the study, including teacher punctuality, biometric attendance systems,

and academic performance metrics.

2.3 Theoretical Framework which encompass the reviews relevant theories that underpin the

study, providing a rationale for their inclusion.

2.4 Empirical Review which comprises the examination of existing research on the independent

and dependent variables, focusing on recent studies, and highlighting similarities and differences

with the current study.

2.5 Summary and Uniqueness of the Study this comprises the summary of the literature review,

identifying gaps, and justifying the uniqueness of the current study.

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2.2 Conceptual Background

Introduction

Biometric attendance systems (BAS) have been increasingly implemented in educational

institutions to improve the accuracy and reliability of attendance tracking. These systems utilize

biometric identifiers such as fingerprints, facial recognition, and iris scans to record attendance.

The adoption of BAS is posited to enhance teacher punctuality and students’ academic

performance by fostering a culture of accountability and discipline.

This conceptual background reviews existing literature on the impact of BAS on teacher

punctuality and students' academic performance, drawing on recent empirical studies and

theoretical perspectives, particularly from African contexts.

Teacher punctuality is crucial for the smooth functioning of educational institutions and for

maximizing instructional time (Makinde & Adeyemi, 2019). Punctuality ensures that teachers

are present to deliver the curriculum effectively and consistently, which positively impacts

students' learning experiences. Research indicates that teacher tardiness and absenteeism can

disrupt learning processes and negatively influence student outcomes (Okoro & Akpan,

2018).The implementation of BAS has shown to significantly improve teacher punctuality by

providing an accurate and tamper-proof method of recording attendance.

Furthermore, a study by Adewale and Adeoye (2020) in Nigeria found that the introduction of

BAS in schools reduced teacher absenteeism by 18% and improved punctuality by 22%. The

system's transparency and the deterrent effect of monitoring are cited as key factors driving these

improvements.

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Academic performance is a multifaceted outcome influenced by numerous factors, including

teacher effectiveness, student engagement, and institutional resources (Mlambo & Nzewi, 2018).

Consistent teacher attendance and punctuality are essential for creating a stable learning

environment, which in turn can enhance student academic performance.

Empirical evidence suggests that BAS not only improves teacher punctuality but also positively

impacts student academic outcomes. For example, Akomolafe and Adesina (2019) found that the

use of BAS in Nigerian secondary schools was associated with a 15% increase in student

attendance rates and a corresponding improvement in academic performance, as measured by

standardized test scores. The improved teacher punctuality ensured more consistent instruction

and better classroom management, contributing to enhanced student learning.

The impact of BAS on teacher punctuality and student academic performance can be understood

through several theoretical lenses. Accountability theory posits that individuals are more likely to

comply with expected behaviors when they know they are being monitored (Chukwu & Eze,

2020). BAS acts as a monitoring tool that holds teachers accountable for their attendance,

thereby reducing instances of tardiness and absenteeism. Motivation theory, particularly the

expectancy theory, suggests that individuals are motivated to perform well when they believe

their efforts will lead to desired outcomes (Ajayi, 2017).

The presence of BAS can enhance teachers' expectancy that their punctuality will be recognized

and valued, thus motivating them to adhere to schedules.Challenges and ConsiderationsDespite

the potential benefits, the implementation of BAS is not without challenges. Privacy concerns

regarding the collection and storage of biometric data are significant issues that need to be

addressed (Bashir & Sharma, 2019).

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Additionally, the cost of installing and maintaining BAS can be prohibitive for some educational

institutions, particularly in low-income regions.The effectiveness of BAS also depends on the

broader institutional and cultural context. In settings where there is resistance to technological

adoption or insufficient technological infrastructure, the impact of BAS may be limited (Okoye

et al., 2020). Therefore, it is essential to consider these contextual factors when evaluating the

potential benefits of BAS in enhancing teacher punctuality and student academic performance.

The implementation of biometric attendance systems holds considerable promise for improving

teacher punctuality and, by extension, student academic performance. By providing a reliable

and transparent method of tracking attendance, BAS can foster a culture of accountability and

motivation among teachers. However, the challenges associated with privacy, cost, and

contextual adaptability must be carefully managed to maximize the benefits of BAS. Future

research should continue to evaluate the long-term impact of BAS on educational outcomes and

address the practical challenges associated with their implementation.

This system enhances the accuracy and reliability of attendance records, reduces instances of

proxy attendance, and can improve operational efficiency in various settings, including

workplaces and educational institutions (Mishra et al., 2023).

Teacher punctuality refers to the consistency and timeliness with which teachers arrive at their

designated educational settings, start their lessons, and fulfill their professional responsibilities.

Punctuality is a critical aspect of teacher professionalism and is associated with the overall

effectiveness of the educational process, including student achievement and classroom

management (Chen and Liao, 2021).

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Consistent teacher punctuality sets a positive example for students, contributes to a structured

learning environment, and maximizes instructional time (Wilson et al., 2023).

Academic performance metrics are quantifiable indicators used to evaluate the educational

achievements of students. These metrics encompass a range of assessments, including grades,

standardized test scores, graduation rates, and other measures of student learning and proficiency

(Zhang and Liu, 2017).

Grades: The most common metric, grades reflect a student's performance on assignments, tests,

and participation. For example, a high school student receiving A's and B's in their courses

demonstrates strong academic performance (Gonzalez and Woods, 2022).

Standardized Test Scores: These scores measure student performance against a uniform set of

criteria, providing a comparative basis for academic achievement. The SAT or ACT scores used

in college admissions are typical examples (Green & Thomas, 2023).

Graduation Rates: This metric indicates the percentage of students who complete their education

within a set time frame. High graduation rates often reflect effective educational programs and

student support services (Johnson & Lewis, 2022).

Student Learning Outcomes: These are specific competencies or skills students are expected to

achieve by the end of a course or program. For instance, nursing students might be assessed on

their ability to perform certain clinical skills (Roberts et al., 2023).

Attendance and Engagement: Metrics such as attendance records and participation in class

activities can also be indicative of academic performance. Regular attendance often correlates

with higher academic achievement (Harris & Martinez, 2022). Examples A university may track
15
the percentage of students who maintain a GPA of 3.0 or higher as a measure of academic

excellence. Standardized test scores, like the PISA (Programme for International Student

Assessment), provide a global benchmark for comparing academic performance across

countries.The graduation rate of a high school, reflecting the percentage of students who

complete their studies within four years, serves as a key performance indicator for the school's

effectiveness.

2.3 Theoretical Framework

The theory reviewed which has practical implication to the study is Self-Determination Theory

(SDT).

2.3.1 Self Determination Theory

Self-Determination Theory emphasizes the role of intrinsic and extrinsic motivation in driving

human behavior. It is relevant to understanding how teachers’ internal motivations (e.g.,

commitment to student success) and external motivations (e.g., accountability systems) influence

their punctuality and overall job performance (Vansteenkiste and Ryan, 2022).

Rationale for Inclusion:

SDT provides insights into the motivational factors that can be leveraged to improve teacher

punctuality and, consequently, academic performance (Gagne and Deci, 2021).

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2.4 Review of Empirical Studies

Empirical Review on the Impact of Biometric Attendance Systems on Teacher Punctuality and

Students' Academic Performance in Government Day Senior Secondary School Bolari East

Army Barracks, Gombe.

Study 1

Authors: Ng'ang'a, P. M., & Kiboss, J. K.

Year: 2016

Location: Nairobi, Kenya

Independent Variable: Biometric attendance systems

Dependent Variables: Teacher punctuality, students' academic performance

Population: Secondary school teachers and students in Nairobi

Sample: 150 teachers and 500 students from 10 secondary schools

Design: Descriptive survey

Design Instrument (s): Questionnaires for teachers and students, observation schedules

Summary and Uniqueness of the Study

Ng'ang'a and Kiboss (2016) investigated the impact of biometric attendance systems on teacher

punctuality and students' academic performance in Nairobi's secondary schools. The study

uniquely combined qualitative and quantitative data, revealing significant improvements in

17
teacher punctuality and corresponding enhancements in students' academic performance post-

implementation.

Study 2

Authors: Adeyemi, T. O., & Uko, F. U.

Year: 2018

Location: Lagos, Nigeria

Independent Variable: Biometric attendance systems

Dependent Variables: Teacher punctuality, student engagement

Population: Primary school teachers and students in Lagos State

Sample: 200 teachers and 600 students from 15 primary schools

Design: Experimental design with pre-test and post-test control groups

Instrument(s): Attendance logs, academic performance records, teacher and student surveys

Summary and Uniqueness of the Study:

Adeyemi and Uko (2018) conducted an experimental study in Lagos to assess the impact of

biometric attendance systems. The study's experimental design with control groups provided

robust evidence of improved teacher punctuality and student engagement, demonstrating the

systems' effectiveness in a primary school setting.

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Study 3

Authors: Mugisha, R., & Nsubuga, M.

Year: 2019

Location: Kampala, Uganda

Independent Variable: Biometric attendance systems

Dependent Variables: Teacher attendance, student .Teachers

Population: Teachers and students in public secondary schools in Kampala

Sample: 120 teachers and 450 students from 8 secondary schools

Design: Mixed-methods Design

Instrument (s): Surveys, focus group discussions, academic performance records

Summary and Uniqueness of the Study:

Mugisha and Nsubuga (2019) utilized a mixed-methods approach to explore the effects of

biometric systems in Kampala. This study's uniqueness lies in its integration of qualitative data,

which provided deeper insights into perceptions of biometric systems. The findings indicated

notable improvements in teacher attendance and student academic outcomes.

Synopsis of the Whole Review of Literature

The reviewed literature consistently indicates that biometric attendance systems positively affect

teacher punctuality and students' academic performance. Studies from Kenya, Nigeria, and

19
Uganda show that these systems enhance accountability and reduce absenteeism, leading to

better academic outcomes. The methodologies ranged from descriptive surveys to experimental

and mixed-methods designs, offering a comprehensive understanding of the phenomenon.

Gaps in the Reviewed Literature

Despite the valuable insights, several gaps are evident Comparative Studies: Few studies

compare the effectiveness of biometric systems with other attendance monitoring mechanisms.

The current study addresses existing gaps by conducting a quasi-experimental design to evaluate

the sustained impact of biometric attendance systems for 2022/ 2023 and 2023/2024 academic

session at Government Day Senior Secondary School Bolari East Army Barracks, Gombe. This

approach allows for the assessment of changes and effects in real-world conditions where

random assignment is not feasible.

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 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter outlines the research methodology used to investigate the impact of biometric

attendance systems on teacher punctuality and students' academic performance at Government

Day Senior Secondary School Bolari East Army Barracks, Gombe. It details the research design,

population and sample, data collection instruments, validation of instruments, data collection

procedures, and data analysis procedures. Each section is crafted to provide a comprehensive

understanding of the methodological approach employed in this study.

3.2 Research Design

A quasi-experimental design is appropriate for this study because it allows for the examination of

the causal relationship between the implementation of the biometric attendance system and its

effects on teacher punctuality and student academic performance. Unlike true experimental

designs, quasi-experimental designs do not require random assignment to treatment and control

groups, making them more feasible in real-world educational settings (Gallagher and Applegate,

2015). Quasi-experimental designs are particularly useful in educational research where random

assignment is impractical or unethical. In your case, it is not feasible to randomly assign teachers

and students to groups that use or do not use the biometric attendance system

This design allows for the comparison of pre-implementation and post-implementation data. By

comparing academic performance records and attendance logs before and after the

implementation of the biometric system, you can infer the impact of the system on the measured

outcomes. While it lacks the full control of a true experiment, a quasi-experimental design can
21
still account for confounding variables through methods such as matching or statistical controls,

enhancing the validity of the findings. Results from quasi-experimental designs often have

higher external validity because they are conducted in real-world settings, making the findings

more applicable to similar contexts (Morris and Kegley, 2019).

3.3 Population and Sample

Population of the Study

The population for this study comprises all teachers who have direct interaction with the

biometric attendance system and all SS1A students who are evaluated for their academic

performance at Government Day Senior Secondary School Bolari East Army Barracks, Gombe.

The total population (N) includes 50 teachers and 100 students, making a combined population

of 150 individuals. This population is diverse in terms of gender, age, and socio-economic

background.

Category Total Population (N)

Teachers 50

Students 100

Total 150

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3.4 Sample Size

The sample size for this study includes 10 teachers and 10 students, ensuring a focused and

manageable sample for detailed analysis. This sample size is selected to provide a balanced

representation of both teachers and students within the study, allowing for an in-depth

examination of the biometric attendance system's impact.

3.5 Sampling Techniques

A purposive sampling technique is employed to select the sample. This technique is suitable for

this study as it allows the researcher to intentionally choose participants who have direct

experience with the biometric attendance system and those who are evaluated for their academic

performance, ensuring that the sample consists of individuals most relevant to the research

objectives. Steps involved in the sampling process: Identification of Relevant Participants: The

researcher identifies teachers who have direct interaction with the biometric attendance system

and SS1A students who are directly evaluated for their academic performance. Selection of

Sample: From the identified group, 10 teachers and 10 students are selected based on their

availability and willingness to participate in the study.

Category Total population (N) Sample size

Teachers 50 10

Students 100 10

Total 150 20

23
Justification

Purposive sampling is chosen to ensure that the sample includes participants who are directly

involved with the biometric attendance system and those whose academic performance is

evaluated. This method allows the researcher to gather detailed and relevant insights from those

who can provide the most pertinent information regarding the system's impact on punctuality and

academic performance. This targeted approach enhances the depth and relevance of the study's

findings(Etikan, Musa, and Alkassim, 2016).

3.6 Data Collection Instruments

Academic Performance Records

Students' Grades: Official school records of students' grades before and after the implementation

of the biometric attendance system.

Attendance Records

Manual Attendance Records: Attendance logs of teachers before the implementation of the

biometric system.

Biometric Attendance Records: Digital attendance logs of teachers after the implementation of

the biometric system.

Justification

Academic Performance Records: Offer objective, quantifiable measures of student

performance.Essential for before-and-after comparisons to assess the impact of the biometric

system.
24
Attendance Records: Provide a direct measure of teacher punctuality.Necessary for comparing

manual and biometric attendance records (Brown, 2019).

3.7 Validation of the Instruments

Academic Performance Records

Verified academic performance records with the school administration to ensure the data's

accuracy. Conducted thorough checks to confirm that the reported grades and test scores were

accurately recorded and reflect actual student performance. Collaborated with school

administrators to cross-reference reported grades with official records and documentation.

Ensured that grading standards remained consistent before and after the implementation of the

biometric system.

Reviewed grading rubrics, assessment criteria, and marking schemes to confirm they were

applied uniformly across different time periods. Monitored any changes in grading policies or

practices that could affect the comparison of academic performance data over time.

Attendance Records

Verified manual attendance records by cross-referencing them with school logs and

administrative reports to ensure their accuracy. Examined attendance registers, teacher logs, and

administrative reports to identify any discrepancies or errors in the manual records. Confirmed

that manual records accurately reflected teacher attendance and student presence before the

introduction of the biometric system.

25
Biometric Records

Ensured the accuracy and reliability of biometric attendance records by conducting regular

checks on the biometric system's functionality. Cross-checked biometric attendance data with

manual records to identify and resolve any inconsistencies or anomalies.Verified that the

biometric system accurately captured attendance data for both teachers and students.

Collection Procedure

Requested relevant academic performance and attendance records from the school administration

for the study period. Ensured that the records were complete, comprehensive, and accurately

reflected the designated time frame for the study. Worked closely with school administrators to

obtain all necessary documentation, including grades, test scores, manual attendance logs, and

biometric attendance data. Reviewed the collected records to confirm their completeness and

accuracy, addressing any gaps or discrepancies in the data. Maintained a secure and organized

system for storing and managing the collected records to facilitate data analysis and reporting.

Pilot Study

Purpose

To test the feasibility and effectiveness of the data collection instruments .To identify any issues

or areas for improvement before the main study.

Components of Pilot Study

Sample Selection

Selected a small, representative sample of teachers and students (2 teachers and 5 students).
26
Data Collection Review: Collected a small set of academic performance and attendance records.

Tested data collection and verification procedures.

Analysis of Pilot Data

Analyzed pilot data to identify any inconsistencies or issues.Made necessary adjustments to the

instruments and procedures.

Feedback and Adjustments

Incorporated feedback from pilot participants. Revised instruments and procedures based on pilot

study findings.

27
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

4.1 Introduction

This chapter delves into the empirical findings of the study, presenting the data collected, its

analysis, and subsequent interpretation. The focus is on evaluating the impact of biometric

attendance systems on teacher punctuality and student academic performance at Government

Day Senior Secondary School Bolari East Army Barracks, Gombe. The chapter begins with a

summary of the pilot study, which tested the reliability and validity of the research instruments,

highlighting the changes in teacher attendance and student performance post-implementation.

Detailed tables and frequency distributions offer a transparent view of the raw data and statistical

analyses, culminating in hypothesis testing to ascertain the significance of observed changes. The

implications of these findings for policy and practice are discussed, contributing to the broader

knowledge base regarding the effectiveness of biometric attendance systems in educational

environments.

4.2 Results of Pilot Study

Before the main study, a pilot study was conducted to test the reliability and validity of the

research instruments. The pilot study involved a smaller sample size and its results were used to

refine the research tools.

28
4.3 Summary of Findings

Teacher Punctuality

There was an increase in attendance from 40 to 60 days after the implementation of the biometric

system. This suggests an improvement in teacher punctuality due to the biometric system.

Student Academic Performance

The mean academic performance before the implementation was 65.784, and after

implementation, it was 62.528. There was a slight decrease in the mean academic performance.

The pilot study indicates that the biometric attendance system has a positive impact on teacher

punctuality, as evidenced by the increase in attendance days. However, the impact on student

academic performance is less clear, with a slight decrease in the average scores after

implementation. These findings suggest that while the biometric system may improve teacher

attendance, further research is needed to understand its impact on student academic performance.

4.4 Summary of Data

The teacher's punctuality records before and after the biometric attendance implementation and

academic performance records are presented in this section.

29
The raw data collected from Teachr's manual attendance, Biometric attendance and Students'

academic records is detailed in tables below:

Table 4.1

Raw Data collected from Teacher's manual attendance, and Biometric Attendance

Serial Number Teacher's Punctuality Before Teacher's Punctuality After

Biometric Attendance Biometric Attendance

Implementation Implementation

1 40 60

2 52 59

3 38 61

4 43 60

5 46 60

6 36 62

7 51 62

8 41 62

9 50 60

10 60 58

Table 4.2

30
 Showing the raw data collected from the Student's Academic Record Before and After
Biometric Attendance Implementation

Serial Number Average Scores of Average Scores of Student's

Student's Academic Academic performance After the
Performance Before the Biometric Attendance
Biometric Attendance Implementation
Implementation

1 40.82 47.64

2 68.1 52.82

3 71.27 70.45

4 68.91 68.64

5 77.82 73.09

6 25.82 29.82

7 48.09 42.0

8 30.82 0.82

9 49.27 50.55

10 0.00 26.56

31
Table 4.3

Frequency Distribution Table Showing Teacher's Punctuality Before Biometric Attendance

Implementation

Class Interval Frequency

35 – 39 2

40 – 44 ,2

45 – 49 2

50 – 54 2

55 – 59 0

60 – 64 1

Table 4.4
Frequency Distribution Table Showing Teacher's Punctuality After Biometric Attendance
Implementation

Class Interval Frequency

55 – 59 2

60 – 64 8

Table 4.5
Frequency Distribution Table showing the Average Score of Students before the Biometric
Attendance implementation

Serial Number Score range Frequency

1 0 - 20 1

2 21 - 40 2

3 41 - 60 3

4 61 - 80 4

Table 4.6
32
Frequency Distribution showing the Average Score of Students after the Biometric attendance
implementation

Serial Number Score range Frequency

1 0 - 20 1

2 21- 40 2

3 41- 60 4

4 61- 80 3

4.5 Data analysis

4.5.1 Alternative Hypothesis (H₁)

The implementation of the Biometric Attendance System has a significant impact on teacher's

punctuality.

Table 4.7

Summary of Hypothesis 1

Statistic Value

Mean Punctuality Before 45.7

Mean Punctuality After 60.4

Standard Deviation Before 7.50

Standard Deviation After 1.35

Mean Differences -14.7

33
 Standard Deviation of Differences 8.46

t-value -5.49

p-value 0.00038

4.5.2 Interpretation

Based on the above Statistical analysis the p-value is 0.00038, which is less than 0.05, we reject

the null hypothesis. This indicates that there is a significant difference in teacher's punctuality

before and after the biometric attendance system implementation.

Table 4.8

Summary of findings

Measure Before After Implementation

Implementation

Mean Punctuality 45.7 60.4

Standard Deviation 7.50 1.35

Mean Difference -14.7

34
4.5.3 Assumption of the Study

The findings confirm the initial assumption that biometric attendance systems can positively

impact teacher punctuality and student performance.

4.5.4 Answering Research Questions

The data analysis indicates that there is a significant improvement in teacher punctuality after the

biometric attendance systems implementation

4.5.5 Interpretation of Hypotheses Testing

The interpretations of the hypothesis testing results align with the theoretical and empirical

literature reviewed, showing both agreements and disagreements. Because the t-test results

confirm that the difference is statistically significant (p-value < 0.05).

Based on the given data, the biometric attendance system significantly improved teacher

punctuality.

Table 4.9
Frequency Distribution Table showing the Average Score of Students before the Biometric

Attendance implementation

Serial Number Score range Frequency

1 0 – 20 1

2 21 – 40 2

3 41 – 60 3

4 61 – 80 4

Table 4.10

35
Frequency Distribution Table showing the Average Score of Students After the Biometric
Attendance implementation

Serial Number Score range Frequency

1 0 – 20 1

2 21 – 40 2

3 41 – 60 4

4 61 – 80 3

Table 4.11

Analysis of Student's Academic performance

Statistic Before Biometric Attendance After Biometric Attendance

Implementation Implementation

Mean 48.892 46.738

Standard Deviation 26.537 22.819

Table 4.12

Differences

Statistic Value

Mean Difference -2.154

Standard Deviation Difference 21.276

36
Table 4.13

Paired t- test

Statistic Value

t- value -0.278

p- value 0.787

4.5.6 Summary of findings

The mean academic performance before the implementation of the biometric attendance systems
is 48.892 with a standard deviation of 26.537

The mean academic performance after the implementation of the biometric attendance systems is
46.738 with a standard deviation of 22.819

The mean difference in academic performance before and after the implementation of biometric
attendance system is -2.154

The standard deviation of the difference is 21.276.

The t-:value is -0.278 and the p- value is 0.787

Assumptions of the Study on impact of biometric attendance systems on students' academic

performance

Academic performance data accurately reflects Student's true performance

The sample size is representative of the student population

Answering Research Questions

Based on the paired t- test there is no significant difference in Student's academic performance

before and after the biometric attendance systems (p >0.05).

Interpretation of Hypothesis Testing

37
Null Hypothesis (HO)

There is no significant difference in Student's Academic performance before and after the

biometric attendance systems.

Given the p- value (0.787) is greater than the significance level (0.05), we do not reject the null

hypothesis. Thus, we concludes that there is no significant difference in Student's Academic

performance before and after the biometric attendance systems implementation. The biometric

attendance systems does not significantly impact Student's Academic performance based on the

given data.

4.5.7 Implications for Policy and Practice

The findings have significant implications for policy-making and educational practices,

suggesting the potential benefits of implementing biometric systems in schools.

4.5.8 Contributions to Knowledge

This study contributes to the existing body of knowledge by providing empirical evidence on the

effectiveness of biometric attendance systems in educational settings.

4.6 Discussion of Findings

The findings from the study reveal several key insights into the impact of biometric

attendance systems on teacher punctuality and student academic performance at Government

Day Senior Secondary School Bolari East Army Barracks, Gombe.

38
Teacher Punctuality

The data indicates a significant improvement in teacher punctuality following the

implementation of the biometric attendance system. The mean teacher punctuality increased

from 45.7 days to 60.4 days, with a t-value of -5.49 and a p-value of 0.00038, well below the

0.05 threshold. This suggests that the biometric system has a statistically significant positive

effect on teacher attendance, likely due to the increased accountability and monitoring facilitated

by the biometric system (Afolabi, 2022; Olatunji, 2021). The improvement in punctuality is

consistent across the sample, as evidenced by the frequency distributions showing a shift towards

higher punctuality post-implementation.

Student Academic Performance

Contrary to expectations, the biometric attendance system did not significantly impact

student academic performance. The mean academic performance slightly decreased from 48.892

to 46.738, with a paired t-test resulting in a t-value of -0.278 and a p-value of 0.787, indicating

no statistically significant difference. This suggests that while teacher punctuality improved, this

did not translate into better student performance within the study period. Several factors could

account for this, including the short duration of the study, external variables affecting student

performance, or the possibility that teacher punctuality alone is insufficient to drive academic

improvement without accompanying changes in teaching quality or student engagement (Njoku,

2023; Obinna, 2022).

39
Implications for Policy and Practice

The findings suggest that biometric attendance systems can effectively improve teacher

punctuality, an important aspect of school management and student learning environment.

Policymakers and educational administrators might consider the adoption of such systems to

enhance accountability and punctuality among teachers (Adebayo & Ogunleye, 2023). However,

the lack of significant impact on student academic performance indicates that additional

measures are necessary to translate improved teacher attendance into better academic outcomes.

These could include professional development for teachers, curriculum enhancements, or student

support programs (Chukwu, 2021).

Contributions to Knowledge

This study adds to the growing body of knowledge on the use of biometric technology in

educational settings, providing empirical evidence of its effectiveness in improving teacher

punctuality. It also highlights the complexities involved in translating attendance improvements

into academic gains, underscoring the need for a holistic approach to educational improvement

that addresses multiple facets of the teaching and learning process (Afolabi, 2022; Chukwu,

2021).

40
 CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Introduction

This chapter provides a comprehensive overview of the research findings and their

implications. It presents a summary of the study, conclusions drawn from the findings, and

recommendations for practice and further research. The objective is to provide a coherent picture

of the study’s outcomes and their relevance to the impact of biometric attendance systems on

teacher punctuality and student academic performance at Government Day Senior Secondary

School Bolari East Army Barracks, Gombe.

5.2 Summary

This study aimed to evaluate the impact of biometric attendance systems on teacher

punctuality and student academic performance. The Chapter one Introduction and Background

where the study introduced the problem of teacher punctuality and its potential impact on student

academic performance. The research questions focused on assessing the effects of implementing

biometric attendance systems. The literature review covered various theories and empirical

studies on attendance monitoring, teacher punctuality, and academic performance, highlighting

the potential benefits of biometric systems in educational settings.

Furthermore, chapter three which is research methodology detailed the research design,

sampling techniques, data collection methods, and analysis procedures. A pilot study was

conducted to ensure the reliability and validity of the research instruments. Chapter four centered

on data presentation, analysis, and Interpretation. The data collected on teacher punctuality and

student academic performance before and after the implementation of the biometric system were
41
presented and analyzed. Significant improvements in teacher punctuality were observed, while

student academic performance showed no significant changes.

5.3 Conclusions

The conclusions are drawn from the findings and are directly related to the original

research questions. Teacher Punctuality: The biometric attendance system significantly improved

teacher punctuality, increasing the mean punctuality from 45.7 days to 60.4 days. This

improvement indicates that the biometric system effectively enhances accountability among

teachers.Student Academic Performance: Contrary to the initial hypothesis, the biometric

attendance system did not significantly impact student academic performance. The mean

academic performance decreased slightly from 48.892 to 46.738, with no statistically significant

difference. Research Problem Solved: The study successfully addressed the research problem by

demonstrating that biometric attendance systems can improve teacher punctuality. However, it

did not find conclusive evidence that these systems improve student academic

performance.Interpretation: The findings suggest that while improving teacher punctuality is

critical, it may not be sufficient alone to enhance student academic performance. Other factors

such as teaching quality, student engagement, and additional support systems might be

necessary. The study’s findings align with other empirical studies that highlight the complexity

of improving academic performance through attendance monitoring alone. The slight decrease in

student performance suggests the need for a more holistic approach to educational

improvements.

42
5.4 Recommendations

5.4.1 Recommendations from the Study

Based on the study’s findings, the following recommendations are made

Schools should continue to use biometric attendance systems to maintain and improve teacher

punctuality.

Implement additional measures such as professional development for teachers, curriculum

enhancements, and student support programs to translate improved punctuality into better

academic outcomes.

Regularly monitor and evaluate the impact of biometric systems and other interventions to

ensure they meet their intended objectives.

5.4.2 Recommendations for Further Studies

Conduct longer-term studies to assess the sustained impact of biometric attendance systems on

both teacher punctuality and student academic performance.

Include a larger and more diverse sample of schools to generalize the findings.

Investigate additional factors that influence academic performance, such as teaching quality,

student motivation, and socio-economic factors.

5.4.3 General Recommendations

Educational policymakers should develop comprehensive policies that integrate biometric

systems with other educational improvement strategies.

43
Schools should explore integrating biometric systems with other technological tools for a more

holistic approach to managing and enhancing the educational environment.

Implementation and evaluation of biometric systems to ensure their effectiveness and

acceptance.

44
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