Objective: This research explores the impact of student absenteeism on academic performance in inclusive Science, Technology, Engineering, Arts, and Mathematics (STEAM) classrooms in Awka South Local Government Area, Nigeria. The study investigates the underlying causes and academic consequences of absenteeism among secondary school learners. Three research questions guided the study. Methods: The study adopted descriptive survey research design. A sample of 200 students was selected for the study, ensuring representation of both students with and without disabilities. Descriptive statistics, specifically mean and standard deviation were used for data analysis. Results The findings reveal that socioeconomic challenges, particularly financial hardship, and negative school climate factors, such as teacher harshness, contribute substantially to student absenteeism. The compounded effect of these issues is particularly severe for learners with disabilities, who already navigate multiple layers of educational disadvantage. Conclusion: The study's findings have significant theoretical and practical implications for STEAM education. By highlighting the impact of absenteeism on academic achievement, the study underscores the need for targeted interventions to support students, particularly those from low-income backgrounds and with disabilities. The research contributes to the existing literature on absenteeism by highlighting the importance of addressing both financial and school-related barriers to improve academic outcomes. The results emphasize the need for strategic interventions to promote equitable academic engagement and success, particularly in low-resource educational contexts. The study's findings highlight the importance of addressing absenteeism to improve academic outcomes in inclusive STEAM settings.
Ezenwosu et al. (Mon,) studied this question.