Dental students' grades and their relationship to classroom attendance

Newman, Sara; Nj, Schuman; Fields, W. Thomas; Nuñez, Llerme

doi:10.1002/j.0022-0337.1981.45.6.tb01473.x

Cited by 6 publications

(4 citation statements)

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“…Our results support the findings of the other two dental studies that showed a positive association between lecture attendance and final course grade; however, the strength of our correlation (r=0.173) was weaker than in those studies, which reported correlation coefficients of r=0.437 and r=0.28, respectively 15 , 16 . Of note, in those two studies, if students did not attend 80% or 85% of the classes, they were not allowed to take the final examination.…”

Section: Discussionsupporting

confidence: 88%

“…This attempt was particularly important given the large class size and trying to ensure that each student had a chance to manually sign‐in during the lecture hour. In other dental studies, attendance was recorded directly by a researcher using a seating chart, 15 using a student sign‐in sheet, 16 or relying on students to self‐evaluate their attendance after the course 17 . We also cross‐checked the electronic and manual data and discovered ten duplicate events when a student had electronically registered as being present and also manually signed in for that lecture hour.…”

Section: Discussionmentioning

confidence: 99%

“…The effect of lecture attendance on grades has been only sparsely evaluated in dental education. One study that looked at a predoctoral dental materials course and another that examined a postgraduate dental statistics and research methods course found positive associations between attendance and student performance 15 , 16 . On the other hand, a recent study by Azab et al evaluating three basic science courses (infectious diseases, epidemiology, and medicine II) and three preclinical dental courses (anesthesiology, oral and maxillofacial radiology, and fixed prosthodontics) found no association between lecture attendance and final grade 17 .…”

mentioning

confidence: 99%

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Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students’ Oral Pathology Performance

Shumway¹,

Bernstein²,

Qian

et al. 2018

Journal of Dental Education

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Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students’ Oral Pathology Performance

Shumway¹,

Bernstein²,

Qian

et al. 2018

Journal of Dental Education

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“…Empirical studies in business disciplines representing the “hard skill” (Elmuti, 2004; Taylor, 2005) fields of accounting, economics, and finance (Chan, Shum, & Wright, 1997; Cohn & Johnson, 2006; Devadoss & Foltz, 1996; Didia & Hasnat, 1998; Douglas & Sulock, 1995; Durden & Ellis, 1995; Launius, 1997; Lumsden & Scott, 1987; Marburger, 2001; Park & Kerr, 1990; Romer, 1993; Schmidt, 1983; Stanca, 2006) have demonstrated a positive relationship between attendance and performance. Empirical support also exists in other fields of study including physics (Sharma, Mendez, & O’Byrne, 2005), dental medicine (Newman, Schuman, Fields, & Nunez, 1981), health science (Jenne, 1973), psychology (Gunn, 1993; Jones, 1984), sociology (Day, 1994), statistics (Rodgers, 2001), and elementary education (Lamdin, 1996). While these descriptive studies demonstrate a positive relationship, the studies give little attention to a theoretical explanation for the relationship.…”

Section: Attendance‐performance Relationshipmentioning

confidence: 98%

The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals

Westerman¹,

Perez‐Batres²,

Coffey³

et al. 2011

Decision Sci J Innov Edu

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We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor-student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005), we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior-based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lowerand higher-performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower-performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.

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Attendance Debate Part 2. Lecture Capture, Attendance, and Exam Performance in the Biosciences: Exploring Rare Exceptions to the Link Between Attendance and Performance in the Era of Online Teaching

Witchel

Guy²,

Torrens³

et al. 2022

Methods in Physiology

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Dental students' grades and their relationship to classroom attendance

Cited by 6 publications

References 0 publications

Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students’ Oral Pathology Performance

Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students’ Oral Pathology Performance

The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals

Attendance Debate Part 2. Lecture Capture, Attendance, and Exam Performance in the Biosciences: Exploring Rare Exceptions to the Link Between Attendance and Performance in the Era of Online Teaching

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