Class Attendance in College

Credé, Marcus; Roch, Sylvia G.; Kieszczynka, Urszula M.

doi:10.3102/0034654310362998

Cited by 452 publications

(212 citation statements)

References 77 publications

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“…Although a positive relationship between attendance and academic performance was identified, motivation cannot be ruled out as a possibility in explaining the results of the current study, as suggested in studies also by Crede et al (2010), Dollinger et al (2008), and Moore et al (2008), though each of these also indicated the general importance of attendance. It is possible that students who attend class are more motivated and hence www.ccsenet.org/ijps International Journal of Psychological Studies Vol.…”

Section: Limitations Summary and Future Researchmentioning

confidence: 50%

“…If the results are replicated in further studies, then stronger attendance policies might be considered for university and other courses. Crede, Roch, and Kieszczynka's (2010) meta analysis identified that there was a small but significant increase in grades when attendance was compulsory. This indicates that compulsory attendance could be beneficial in increasing academic performance.…”

Section: Limitations Summary and Future Researchmentioning

confidence: 99%

“…Woodfield et al also failed to find a relationship between cognitive ability and academic performance, suggesting attendance was not a proxy for cognitive ability. Although a meta analysis conducted by Crede, Roch, and Kieszczynka (2010) identified a link between student characteristics such as conscientiousness and attendance, there was a stronger relationship in their study also, between attendance, class grades, and GPA.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

Alexander¹,

Hicks²

2015

IJPS

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Student absenteeism is common across universities. Learning through attending lectures and tutorials is still expected in our technological age, though there are major changes in how information in lectures and tutorials can be transmitted via the use of iLearn and related packages, by video streaming of classes and by online technology generally. Consequently, availability of these supplementary resources and, in general terms, the issue of physical absence from classes, raises the question of whether missing class impacts on student learning. Does it matter if students attend classes or not? The aim of the current study was to assess whether student attendance in tutorials in first year subjects in psychology was associated with academic performance, that is, was attendance linked with improved performance? We took data from tutor held records on attendance and on results for article review assignments and laboratory reports for a total of 383 students who completed introductory psychology courses in classes over the years 2012-2015. The hypothesis that class attendance and performance would be significantly related was supported in 13 of the 14 class relationships examined separately, and, in the class that was the exception the correlation was in the expected direction. These results suggest that attending class continues to have a positive impact on student learning in this technological age. The limitations of the current study are discussed as are implications regarding instructor resource applications and/or compulsory class attendance policies.

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Section: Limitations Summary and Future Researchmentioning

confidence: 50%

Section: Limitations Summary and Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

Alexander¹,

Hicks²

2015

IJPS

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“…A review of the literature revealed that academic performance is closely related to attendance. These studies were conducted in various settings and, in many instances, in conjunction with other variables (Romer, 1993;Halpern, 2007;Credé, Roch, & Kieszczynka, 2010). This study examines whether students' absenteeism rate influences their academic performance.…”

Section: Attendance and Academic Performancementioning

confidence: 99%

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Rowtho¹

2017

HES

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Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

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“…6 Crede', Roch and Kieszczynka present various views of the importance of class attendance, but also argue against the importance of attendance in general and mandatory attendance policies in particular. 7 Through quantitative analysis, they demonstrate that class attendance explains large amounts of unique variance in college grades, because of its relative independence from standardized tests and weak relationship with student characteristics such as conscientiousness and motivation. They show that mandatory attendance policies have a small, positive impact on average grades.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Student and Faculty Perceptions of Attendance Policies at a Polytechnic University

Lowder

Khalid

Ferreira

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Abstract:The goal of an attendance policy is to improve the academic success of students. However, current literature does not provide clear conclusions regarding whether enforcing an attendance policy actually improves student performance. This study examined student and faculty perceptions regarding the utility of attendance policies in undergraduate courses at a polytechnic university. Anonymous surveys were completed by 89 faculty members and 455 students from five schools (Engineering, Engineering Technology and Management, Computer and Software Engineering, Architecture, and Arts and Sciences) on a single campus. Comparisons between the perceptions of students and faculty members are presented, as are comparisons between the perceptions of lower-level and upper-level students. Variations in perceptions based on major are also highlighted. Finally, trends in perceptions regarding attendance policies in lower-level versus upper-level undergraduate courses are revealed.Students, regardless of major, class standing, or course level, reported attending more classes in courses that had attendance policies. The most significant impact of an attendance policy on class attendance was observed at the freshman level. While 84% of freshmen reported attending at least 90% of the classes in a course with an attendance policy, only 67% reported attending at that rate in a course without one. Qualitative data containing students' attitudes towards attendance policies are also analyzed and discussed.Even though class attendance appeared to have improved as a result of attendance policies, students' perceptions about these policies varied significantly. Overall, the majority of students (51%) believed that, for a course with an attendance policy, the policy positively affected final grades. For a course without an attendance policy, the majority (57%) felt that the lack of a policy had no impact on final grades. Faculty members' perceptions about attendance policies likewise varied. Overall, 61% of the faculty members surveyed reported having an attendance policy in one or more of their courses. The majority of faculty members believed that an attendance policy led to improvements in students' grades in lower-level courses, but not necessarily in upper-level courses. Further data regarding these perceptions is also discussed in this paper. Collectively, this study will help instructors make better-informed decisions about the use of attendance policies in their courses and give them insight into students' attitudes towards attendance policies.

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Class Attendance in College

Cited by 452 publications

References 77 publications

Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Student and Faculty Perceptions of Attendance Policies at a Polytechnic University

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