The Relationship between Involvement and Success in Developmental Algebra

Thomas, Pamela V.; Higbee, Jeanne L.

doi:10.1080/10790195.2000.10850097

Cited by 27 publications

(23 citation statements)

References 6 publications

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“…The present findings support previous research that has clearly demonstrated the positive association between class attendance and class performance (Chen & Lin, 2008;Clark et al, 2011;Cred e, Roch, & Kieszczynka, 2010;Devadoss & Foltz, 1996;Longhurst, 1999;Lyubartseva & Mallik, 2012;Schmidt, 1983;Silvestri, 2003;Snyder et al, 2012;Thatcher et al, 2007;Thomas & Higbee, 2000). The preponderance of the existing social science research states that class performance of students who attend classes more frequently is evaluated more favorably than class performance of students who attend class less frequently.…”

Section: Discussionsupporting

confidence: 91%

“…For instance, Longhurst (1999) affirmed that education students' absenteeism results in inadequate learning, disruption in class and compromised performance. Thomas and Higbee (2000) found a strong correlation between class attendance and improved grades in introductory mathematics courses. Silvestri (2003) found grades and attendance to be positively related for a sample of teacher-education students.…”

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confidence: 93%

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What Is the Influence of a Compulsory Attendance Policy on Absenteeism and Performance?

Snyder

Lee-Partridge

Jarmoszko

et al. 2014

Journal of Education for Business

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The authors utilized a quasiexperimental design across sections of managerial communication and management information systems classes (N D 212) to test the impact of compulsory attendance policies on student absenteeism and performance. Students in the compulsory attendance policy condition received an attendance policy that punished excessive absenteeism. Students in the other condition received a policy that told students they were expected to attend but offered neither reward nor punishment. Results suggest that the compulsory policy reduced absenteeism. The policy's effect on performance depended on the student's level of prior academic achievement. The authors discuss the findings.Instructors and researchers have spent much effort on enhancing student class attendance. They have been driven by the common belief that class attendance leads to better academic performance. Researchers have conducted a number of studies, looking at the relationship between class attendance and performance, and the results suggest that students who attend class are likely to perform better than their peers who miss class frequently.For example, Schmidt (1983) measured the impact of different time commitments by students to various course activities on the students' performance in economics classes. The study found that class attendance was the most important factor for student success. Another study of economics students done by Park and Kerr (1990) demonstrated that the role of class attendance is statistically significant in explaining student grades. A randomized experiment in economics classes, designed by Chen and Lin (2008), aimed to estimate the average attendance effect on student exam performance. They concluded that class attendance had a positive and significant impact on college students' exam performance. Devadoss and Foltz (1996) found that agricultural economics students who attended all classes performed better than their peers who missed classes. The difference in grade represented three increments in grade such as CC to BC (Devadoss, 1996).Although many of the studies linking class attendance to performance have been conducted in economics classes, the results appear to hold for students in other academic disciplines. For instance, Longhurst (1999) affirmed that education students' absenteeism results in inadequate learning, disruption in class and compromised performance. Thomas and Higbee (2000) found a strong correlation between class attendance and improved grades in introductory mathematics courses. Silvestri (2003) found grades and attendance to be positively related for a sample of teacher-education students. Thatcher, Fridjhon, and Cookcroft (2007) reported that "always attending class" was the best predictor of performance for cognitive psychology students. Clark, Gill, Walker, and Whittle (2011) reported a moderately positive correlation between attendance and performance for students from across different geography courses and levels. A study by Snyder, Forbus, and Cistulli (2012) revealed a positiv...

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 93%

What Is the Influence of a Compulsory Attendance Policy on Absenteeism and Performance?

Snyder

Lee-Partridge

Jarmoszko

et al. 2014

Journal of Education for Business

View full text Add to dashboard Cite

show abstract

“…Indeed, SI and non-SI students had similar grades and similar rates of submitting extra-credit work and attendance at lectures, office hours, and help sessions. These results are consistent with the claim that motivation-related behaviors (e.g., class attendance), and not scores on standardized pre-college tests, are the most reliable predictor of the academic success ofdevelopmental education students (Moore, 2003a(Moore, , 2003bThomas & Higbee, 2000).…”

Section: Discussionsupporting

confidence: 90%

Supplemental Instruction and the Performance of Developmental Education Students in an Introductory Biology Course

Moore

LeDee

2006

Journal of College Reading and Learning

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“…However, there is some empirical evidence to suggest that attendance at learning events is strongly correlated with academic performance (Vidler 1980;Jones 1984;Brocato 1989;Launius 1997;Thomas and Higbee 2000;Martinez 2001), and that time spent attending lectures is positively associated with students' academic achievement. Street (1975) examined assessment outcomes in a large introductory business course at which attendance was not obligatory.…”

Section: Student Attendance and Performancementioning

confidence: 96%

A large‐scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system

Newman-Ford

Fitzgibbon

Lloyd

et al. 2008

Studies in Higher Education

125

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A large-scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system, Studies in Higher Education, 33:6, 699-717,The literature available on the relationship between student attendance and attainment is inconsistent. Nevertheless, there is some empirical evidence to suggest that attendance is a determinant of academic performance and progression. Colby published results of a study which examined the relationship within a single year 1 undergraduate module, and his findings showed a strongly significant relationship between attendance and attainment. However, Colby's article, along with countless other attendance studies, suffers inherent data collection limitations that are associated with paper-based attendance monitoring and manual data entry. UniNanny® is an electronic attendance monitoring system developed at the University of Glamorgan, which boasts high-quality data and minimises disadvantages associated with paper-based methods. The purpose of this study was to corroborate, or otherwise, the findings of Colby, though on a much larger scale, evaluating 22 first year modules within four separate award programmes, using attendance data gathered and stored electronically. The results of this study show a strong, statistically significant correlation between learning event attendance and academic attainment, thereby substantiating Colby's findings. Data revealed that the more a student attends classes, the less chance they have of failing academic assessments, and the more chance they have of attaining high grades. Attendance was found to decline considerably over time, though early morning lectures were not associated with significantly worse attendance. IntroductionStudent motivation, effective note-taking, time-management, endeavour, participation in the educational programme, attitudes about learning and reading the correct materials are likely determinants of academic achievement. However, undergraduates are often looking for additional factors to aid their chances of success on a course. In the past academics have attempted to use personality traits and other subjective factors to predict students' academic attainment. For example, Barney, Fredericks, and Fredericks (1984) investigated the impact of personality, stress, social norms, anxiety and social class on student grades. Similarly, Baird (1984) investigated how well personality, aptitude and scores on an intelligence test can be used to predict assessment outcomes. Despite producing interesting results, studies such as these are incapable of providing students with information on what they can do to enhance their own educational performance.Every student is in command of their own attendance; a course-related behaviour that can be easily and precisely measured. It would make sense to suggest that the more a student attends learning events, such as lectures or tutorials, the more information they acquire and

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The Relationship between Involvement and Success in Developmental Algebra

Cited by 27 publications

References 6 publications

What Is the Influence of a Compulsory Attendance Policy on Absenteeism and Performance?

What Is the Influence of a Compulsory Attendance Policy on Absenteeism and Performance?

Supplemental Instruction and the Performance of Developmental Education Students in an Introductory Biology Course

A large‐scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system

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