Effects of lecture attendance, aptitude, individual heterogeneity and pedagogic intervention on student performance: A probability model approach

Nyatanga, Phocenah; Mukorera, Sophia

doi:10.1080/14703297.2017.1371626

Cited by 12 publications

(6 citation statements)

References 20 publications

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“…It also found that a compulsory attendance policy contributes to improving students' academic performance. These results are consistent with the results reported by Marburger (2006), Snyder et al (2014) and Nyatanga and Mukorera (2019), who found that the existence of a mandatory attendance policy significantly reduces absenteeism and improves exam performance.…”

Section: Literature Review and Hypothesessupporting

confidence: 93%

Students' perceptions regarding classroom attendance and its impact on their academic performance: evidence from a developing country

Almutawa

Suwaidan

2020

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PurposeThe purposes of this study are to identify the reasons that prevent students from attending lectures, to examine the impact of absenteeism on their academic performance and to explore the role of gender in their attendance.Design/methodology/approachA questionnaire survey made up of statements was distributed to accounting students. Descriptive measures, a five-point Likert scale, Pearson's chi-square test and phi test were employed to achieve the study's objectives.FindingsThe study shows that most of the accounting students surveyed are aware of the importance of attending lectures, since they believe that attendance will have a positive impact on their understanding of course material and on their academic performance. The study indicates that overall academic performance and student attendance are related. It also indicates that there is a statistically significant association between the overall academic performance of accounting students and their gender.Practical implicationsTo gain greater insight into educators, academic institutes, researchers and parents concerning the reasons that lie behind students not attending accounting lectures in public higher education institutions in Kuwait and the effect of attendance on academic performance.Originality/valueMost prior studies have been conducted in developed countries and Western contexts. Especially, with the potential perceived differences in cultures and norms, this empirical study is expected to contribute to fill the gap in this research field.

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Section: Literature Review and Hypothesessupporting

confidence: 93%

Students' perceptions regarding classroom attendance and its impact on their academic performance: evidence from a developing country

Almutawa

Suwaidan

2020

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“…Learning activities with project assessment facilitate students to learn as thinkers, not just passive recipients. Lecturers are no longer dominant as the main source of students acquiring knowledge (Choi et al, 2014;Nyatanga & Mukorera, 2019). This learning involves students' active role in constructing their knowledge through scientific discovery activities (Palazón-Herrera & Soria-Vílchez, 2021;Purba, 2021).…”

Section: Resultsmentioning

confidence: 99%

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Rapi

Suastra

Widiarini

et al. 2022

JPII

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This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.

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“…Most studies examining the impact of class participation on students’ academic performance only assess one dimension of class participation: attendance (e.g., Matsoso & Iwu, 2017; Nyatanga & Mukorera, 2019; Papageorgiou, 2019; Sund & Bignoux, 2018), contribution to class activities (e.g., Dallimore et al, 2010; Dancer & Kamvounias, 2005; Park et al, 2019), or frequent small tasks (e.g., Einig, 2013; Massoudi et al, 2017; Mezzanotte, 2017; Tang et al, 2020). In the vast majority of the mentioned studies, feedback about class participation grades was only provided at the end of the course or not provided at all, which did not allow students to take corrective measures in case of poor performance.…”

Section: Introductionmentioning

confidence: 99%

Class participation and feedback as enablers of student academic performance

et al. 2023

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In an educational context focused on student learning, class participation and feedback are key to improving students’ performance. Class participation grading methods are often unclear and subjective, therefore, providing feedback on class participation grades is challenging for lecturers. In this study, the Work-In-Class Assessment Tool (WICAT) designed by researchers is a multidimensional system that grades class participation by assessing students’ attendance, active listening, contribution to class activities, and performance in frequent small tasks. The WICAT allows lecturers to clearly and objectively grade class participation while providing students weekly feedback on their in-class performance. This study aims to analyze the effect of the WICAT and weekly feedback on students’ academic performance. The results from an experiment with 699 accounting students over the 2016 to 2019 period showed that students whose class participation grade was obtained through WICAT performed better on the final exam. Furthermore, the results showed that students assessed by WICAT were 2.28 times less likely to fail the final exam. However, the weekly feedback that WICAT allowed did not affect students’ performance. These results have important implications for curriculum designers and teaching staff on how to plan course syllabuses and where to focus in-class efforts.

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Effects of lecture attendance, aptitude, individual heterogeneity and pedagogic intervention on student performance: A probability model approach

Cited by 12 publications

References 20 publications

Students' perceptions regarding classroom attendance and its impact on their academic performance: evidence from a developing country

Students' perceptions regarding classroom attendance and its impact on their academic performance: evidence from a developing country

The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning

Class participation and feedback as enablers of student academic performance

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