Effect of absenteeism on the performance of medical sciences students: gender differences

Abstract

The effects of the learning environment on academic performance can be investigated according to a broad range of factors using a diversity of approaches. Many differences in academic performance have been associated with the sex of the student. Objectives : This study aims to understand the impact of absenteeism on the final grades earned by full-time medical laboratory sciences undergraduate students and whether this is affected by sex. Academic performance was analyzed using students’ final grades from two consecutive semesters (January to April and September to December 2019). The differences between male (n = 43) and female (n = 72) students were evaluated by Pearson’s correlation. During the semester, all teaching and assessment methods were standardized across both course sections to avoid confounding effects derived from the teaching method. Academic performance was assessed both objectively (multiple-choice questions) and subjectively (short essay questions). The mean scores of male and female students during two semesters were significantly different (p = 0.0180). To correlate marks with absenteeism, the correlation coefficient (r) was negative, which indicates an inverse correlation between absence rate and scores. Interestingly, a statistically significant correlation between absenteeism and final grades was found in the male sample population (p = 0.0011 for the first semester; p = 0.0255 for the second semester) that was not observed for their female counterparts (p = 0.2041; p = 0.1537). The results indicate that academic performance among women is not solely dependent on class attendance but likely involves other factors such as self-learning, and group discussion. The mean scores of female medical sciences students were significantly higher than the male students for two consecutive semesters. Male overall scores seem to be conditional on the instructor’s explanation. This sex-based variation in academic performance revealed by taking absenteeism rate into account warrant further investigation.

Education Influential Factors of University Attendance

“…Finally, we also look at the role student gender plays on absenteeism and their CGPA (Cummulative GPA). As shown in the study by Hakami (2021), gender was considered a confounding variable and he found that absenteeism is a negative predictor for males but not females studying medical sciences. These results were corroborated by Valli Jayanthi et al (2014) who measured academic performance using CGPA and showed that student grades are affected by gender, extracurricular activities, and age.…”

“…The term absenteeism has been defined as the conscious and deliberate act of being away from the physical space of the University classroom, conditioned on some factors that influence the search for alternatives to the use of time (Crespo et al, 2012). Within education assessment, absenteeism is a key variable that can affect students' academic performance (Hakami, 2021). During middle of the spring semester in 2020, when most countries went into lock down, most universities distinguished and continue to distinguish between regular online classes (which formats predated the lock down; mostly asynchronous) and remote classes (which aimed to be as in-person like as possible; mostly synchronous) for the purpose of students' academic life from the COVID-19 pandemic.…”

Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

“…Furthermore, Cortright et al (2011) found that the influence of regular attendance on examination performance is more important for female students than for male students. Recently, Hakami (2021) found that the mean scores of female medical science students were significantly higher than those of male students for two academic semesters. Contrary to Cortright et al (2011) Hakami (2021 argues that absenteeism is a negative predictor of academic success for male medical science students, but not for female students.…”

“…Recently, Hakami (2021) found that the mean scores of female medical science students were significantly higher than those of male students for two academic semesters. Contrary to Cortright et al (2011) Hakami (2021 argues that absenteeism is a negative predictor of academic success for male medical science students, but not for female students.…”

A Study on Gender Difference of High School Students’ Ability in Literature Appreciation under Emotional Education System

“…A substantial body of evidence showed that the effect of the learning environment on academic performance can be investigated according to a broad range of factors, and many differences in academic performance have been associated with the gender of students [15], Burns and Bracey ( [16]; see also, [17]) viewed that male students' performance and grades have gaps from female students in academic achievement at their age of sixteen. That is to say, gender is an explicit factor that has an impact on students' present performance (e.g., mathematics; [18]), classroom interactions [19], and future achievements (e.g., self-efficacy; [20]).…”