Analysis of Undergraduates’ Attendance at Class Meetings with and without Grade-Related Contingencies: A Contrast Effect

Hovell, Melbourne F.; Williams, Randy Lee; Semb, George

doi:10.1080/00220671.1979.10885204

Cited by 31 publications

(15 citation statements)

References 7 publications

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“…Average attendance was just 6 out of 8 classes and 20% of students attended fewer than half the classes. These attendance rates fall between the upper and lower estimates for US universities (Hovell et al, 1979;Van Blerkom, 1992) and suggest that the present sample is likely to be representative of students at other higher education institutions.…”

Section: Discussionmentioning

confidence: 65%

“…Similarly, Romer (1993) found that students who attended just 25% of his economics lectures achieved an average grade of C-, whereas students who attended all of the lectures achieved an average grade of B+ (see also Brocato, 1989;Clump, Bauer, & Whiteleather, 2003;Friedman, Rodriguez, & McComb, 2001;Gump, 2005;Gunn, 1993;Launius, 1997;Park & Kerr, 1990;Schmidt, 1983;Van Blerkom, 1992;Wyatt, 1992). However, rates of attendance are often relatively low; for an individual session at a prestigious US university, estimates of the percentage of students in attendance vary from 59% (Hovell, Williams, & Semb, 1979) to 93% (Van Blerkom, 1992), and a small minority of students attend only a few sessions (Romer, 1993). Non-attendance therefore represents a significant challenge to teaching staff (Brauer, 1994), institutions of higher learning (Devadoss & Foltz, 1996), and policy makers (Epp & Epp, 1998).…”

Section: Introductionmentioning

confidence: 94%

“…For example, Hovell et al (1979) advocate mandatory attendance, with penalties for non-compliance. However, mandatory attendance is fraught with practical and theoretical difficulties (see Shapiro, 1994).…”

Section: Introductionmentioning

confidence: 98%

See 2 more Smart Citations

Helping students turn up for class: Does personality moderate the effectiveness of an implementation intention intervention?

Christian

Armitage

2007

Learning and Individual Differences

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Section: Discussionmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 94%

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Helping students turn up for class: Does personality moderate the effectiveness of an implementation intention intervention?

Christian

Armitage

2007

Learning and Individual Differences

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“…Although some previous studies did not uncover positive and significant evidence, a number did support the use of quizzes to enhance exam performance. Empirical evidence from these studies shows that quizzes (announced or unannounced) may have several instructional purposes, such as: (1) enhancing students' attendance (e.g., Hovell, Williams and Semb, 1979;Wilder, Flood, and Stromnes, 2001;Azorlosa and Renner, 2006;Azorlosa, 2011 and2012;Braun and Sellers, 2012), (2) increasing students' participation (e.g., Braun and Sellers, 2012), (3) augmenting students' preparation prior to an exam (e.g., Rusico, 2001;Marchant, 2002;Azorlosa and Renner, 2006;Azorlosa, 2011 and2012;Braun and Sellers, 2012), (4) acting as an effective feedback mechanism (e.g., Metha, 1995;Bell, 1996), and (5) improving students' exam performance (e.g., Turney, 1931;Geist and Soehren, 1997;Graham, 1999;Landrum, 2007;Kamuche, 2005 andAzorlosa, 2011 and2012). Below, we briefly present selected studies relating to these five objectives.…”

Section: Literature Reviewmentioning

confidence: 99%

Does the timing of unannounced quizzes influence student behaviour in effort investment and learning output?

Lin

2016

IJEED

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The main purpose of this research is to verify whether the timing of unannouncedquizzes would influence students' behavior in effort investment and learning output. Findings suggested that: (1) students' in-class effort was the same whether pop-quizzes were held at the beginning or end of the class; while students studied harder outside the classroom in the beginning-of-class pop-quiz system than in the end-of-class pop quiz system; (2) students' learning output was slightly better at the beginning of the system; (3) the mixed pop-quiz system was better than the other two systems in improving students' efforts and learning outputs; and (4) daily lateness was lower in the beginning-of-class pop-quiz system than in the end-of-class pop-quiz system. However, early departures were lower in the end-of-class pop-quiz system than in the beginning-of-class pop-quiz system. A comparison of these three systems indicated that the mixed pop-quiz system lowered late class arrivals and early departures.

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“…This includes class assignments like readings, as well as attendance at class meetings. Yet there is evidence that when students attend and do the assigned tasks, they perform better (Hovell & Williams, 1979;Wong & Wong, 1979). In terms of online work, evidence suggests that students who participate more do better overall (Davies & Graff, 2005;Nagel, Blignaut, & Cronjé, 2009).…”

Section: Introductionmentioning

confidence: 99%

Pilgrims' Progress: The journey towards a knowledge building community in a university undergraduate class / Le voyage du pèlerin: Le parcours vers la création d’une communauté d’apprentissage dans une classe de premier cycle universitaire

Philip

2012

CJLT / RCAT

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The purpose of this study was to examine the progress of a class of third- and fourth-year undergraduate science students as they attempted to create a knowledge building community in a blended or hybrid science education class. The research sought to examine this process through analyses of the frequency of their note postings and responses, and through a social network analysis of their communication patterns for note reading. These data were automatically harvested by the Knowledge Forum knowledge building environment, and downloaded for later analysis. Contribution levels indicated that the frequency of note postings increased three-fold following the mid-term of the course causing maladaptive student work patterns to reduce information overload. As well, the disparity between high-frequency note posting students and low-frequency note posting students followed a linear curve with the ratio between the highest posting and lowest posting student to be 2.7:1. A similar pattern was found with regard to responses. A disparity was also found among the students in the number of postings read, with the highest note reading student reading six times the number of notes as the lowest note reading student.The social network analyses revealed evidence of community formation in the note reading network. Analysis showed both one-way and reciprocal interactions, indicating that the pathways needed for the transfer of complex information were present. Considering all the data together, while some communication patterns necessary for a knowledge building community were present, contribution patterns suggested that a true knowledge building community did not form, but that there was progress towards it. Cette étude avait pour objet d’étudier la progression d’un groupe d’étudiants en sciences de troisième et de quatrième années du premier cycle universitaire dans leur tentative de créer une communauté d’apprentissage dans une classe hybride d’étude des sciences. Cette recherche visait à étudier le processus à partir de l’analyse de la fréquence d’affichage et de réponse aux notes de la part des étudiants, et de l’analyse de leurs habitudes de communication lors de la lecture de notes. Ces données étaient recueillies automatiquement par l’environnement de partage des connaissances Knowledge Forum et téléchargées pour des analyses ultérieures. Les niveaux de participation indiquaient que la fréquence des affichages de notes augmentait du triple après la mi-session, entraînant une réduction de la surcharge d’information dans les habitudes de travail sources d’une mauvaise adaptation chez les étudiants. De plus, la disparité entre les étudiants qui affichaient fréquemment et les étudiants qui affichaient peu suivait une courbe linéaire selon le rapport 2,7 :1. Le profil des réponses aux notes présentait une tendance similaire. On observait également une disparité entre les étudiants du point de vue du nombre d’affichages lus, où les étudiants dont la fréquence de lecture était plus élevée lisaient six fois plus d’affichages que les étudiants dont la fréquence de lecture était moins élevée. Les analyses du réseau social ont révélé des formations communautaires dans le réseau de lecture des notes. L’analyse a démontré des interactions tant à sens unique que réciproques, indiquant que les canaux nécessaires à la transmission d’informations complexes étaient présentes. Compte tenu de l’ensemble de ces données, malgré la présence de certaines habitudes de communication nécessaires à la formation d’une communauté d’apprentissage, les tendances observées dans la participation suggèrent qu’une véritable communauté d’apprentissage ne s’est pas formée; néanmoins, elles dénotent une progression en ce sens.

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Analysis of Undergraduates’ Attendance at Class Meetings with and without Grade-Related Contingencies: A Contrast Effect

Cited by 31 publications

References 7 publications

Helping students turn up for class: Does personality moderate the effectiveness of an implementation intention intervention?

Helping students turn up for class: Does personality moderate the effectiveness of an implementation intention intervention?

Does the timing of unannounced quizzes influence student behaviour in effort investment and learning output?

Pilgrims' Progress: The journey towards a knowledge building community in a university undergraduate class / Le voyage du pèlerin: Le parcours vers la création d’une communauté d’apprentissage dans une classe de premier cycle universitaire

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