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Causes and Consequences of Skipping Class in College
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In this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance. We estimate that near the threshold, the post-midterm attendance rate was 36 percentage points higher for those students facing compulsory attendance. The discontinuous attendance policy is also associated with a significant difference in performance on the final exam. We estimate that a 10 percentage point increase in a student's overall attendance rate results in a 0.20 standard deviation increase in the final exam score. Given the large estimated effect of attendance on exam performance, we then consider what motivates student absenteeism by implementing two campus wide surveys of lecture attendance. First, we observe characteristics and attendance rates of 180 large lecture courses and find little relationship between attendance and factors within the instructor's control. Next, we conduct a web survey of undergraduates, where students primarily report missing class due to sleep, feeling that lecture was not worthwhile, or needing to prepare for another class.
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... Valuable learning is lost when students are absent or late". Students often encounter a problem with motivation to attend classes [8], and it was observed in the present study that some students who were not athletes also skipped classes. However, this practice was also observed in student-athletes, where the highest percentage was found in those who indicated they "sometimes skip classes for training". ...
Implementing the K-12 program is part of an active effort by stakeholders in Philippine education to solve the shortcomings in the educational system. This new educational framework seeks to deliver a more thorough and well-rounded educational experience for the students. However, this system's implementation and the addition of extracurricular activities like athletics provide several difficulties for students. This study compared the academic performance of athletes and non-athletes in Grade 12 Senior High School (N=60) using their midterm scores and a self-report survey questionnaire after the K-12 implementation. Data from the students' midterm scores and a self-report survey questionnaire administered after implementing the K-12 program were analyzed using a t-test. The results showed no significant difference in the midterm scores between non-athletes (78.13 ± 13.71) and athletes (73.7 ± 9.13), with a p-value of 0.146. The results of the survey questionnaire showed that only two (2) questions out of fifteen (15) (i.e., Do you skip classes? and Do you have enough allowance?) had a significant difference (p>0.05). The results of the current study demonstrated that student-athletes perform academically on par with non-athletes and can function both inside and outside the classroom. They could maintain attendance despite needing more time for training and getting used to the K–12 system. This study generally demonstrated that with the establishment of K–12, Grade 12 Senior High School pupils' engagement in athletics had little bearing on their academic achievement. The study's findings are crucial for promoting and supporting student participation in sports activities across all education stakeholders.
... But in reality, many students do not attend lectures in class due to various reasons. They feel that their presence is not noticed by lecturer, feel that class is boring and useless, going out with friends, and not in such a good mood (Galichon & Friedman, 1985;Dobkin, Gil, & Marion, 2007;Friedman et. al., 2014;Montgomery, 2015;Rijavec & Miljkovic, 2015). ...
Flow is an experience of pleasure and enjoyment in doing an activity, characterized by total absorption which entangles awareness and action. Flow is an important asset for college students in carrying out their academic activities. When students experience a flow condition, they will enjoy and get an optimal learning experience. Student motivation also increases and affects better learning outcomes, and prevents students from boredom and academic stress. In fact, not all learners can get a flow experience. An effort that can be made to build flow in the classroom is to allow for autonomy, giving freedom and control to the learner. Autonomy is one of three components of the Basic Psychological Needs (BPN's) that need to be satisfied so individuals can function and grow optimally. This study aims to determine the relationship between flow in the academic and satisfaction with BPN's (competence, relatedness, and autonomy) in college students. Subjects were 292 undergraduate students in the faculty of Psychology, Airlangga University. The data was collected online right before the pandemic using the Basic Psychological Needs Satisfaction at Work Scale and The Flow Inventory for Students. Analysis using spearman's rho shows a positive relationship between satisfaction with BPN's and flow in the academic, with an all significance level 0.000 (p<0.05). The correlation coefficient of the three basic needs were 0.480 (competence), 0.310 (relatedness), and 0.416 (autonomy). Thus, the higher student satisfaction with BPN's followed by higher flow in the academic.
... They only return to school work the next day and there are no follow-ups to content learnt. This cry is in line with Dobkin et al. (2007) who say that there are other forms of learning school content like: "teaching assistant sections, homework, and tutoring sessions. Emphasis here is on homework which seems to be lacking in the Chipata. ...
A Thesis submitted to the School of Graduate Studies of the Zambian Open University (ZAOU) in partial fulfilment of the award of the Doctor of Philosophy in Education Management and Administration. ZAOU 2020
... It is highly significant statistically. It is supported by the results of Ajiboye and Tella (2006), Ali et al. (2009), Delaney, Harmon, andRedmond (2011) and Dobkin, Gil, and Marion (2007) that there exists a positive association between students' performance and class attendance. ...
Evaluation in second language (SL) teaching is of fundamental
significance to all-inclusive praxis of language teaching and its reconsideration in the setting of Pakistan may direct to an improved and better
teaching and learning process. In this post-industrial era, assessment system
which is founded on well-defined and objective lines will not only be useful in
reflecting the spoken competency of students in a precise and consistent
manner, but also helps them get lucrative jobs in the market. The research
was conducted to find out the ways and means utilized to evaluate the spoken
language proficiency of students at the National University of Modern
Languages. For this purpose, a semi-structured questionnaire was developed
and pilot-tested, and its validity and reliability was confirmed before
administration. The data were also collected through an observation sheet to
find out how exactly the teachers evaluated the students of undergraduate
studies. The researcher used the model of communicative language testing
for the development and analysis of the questionnaire and the observation
sheet. The data display that there are many loopholes such as indirect,
subjective and invalid way of assessing the spoken language proficiency in
the evaluative system of the university, and thereby suggestions for the
improvement have also been made.
... It is highly significant statistically. It is supported by the results of Ajiboye and Tella (2006), Ali et al. (2009), Delaney, Harmon, andRedmond (2011) and Dobkin, Gil, and Marion (2007) that there exists a positive association between students' performance and class attendance. ...
The aim of the study was to find the impact of terrorism gender, per capita income, father's education, study hours, class attendance, class size, co-curricular activities and teaching techniques on students' performance. The data was collected through questionnaire taken randomly in the classes. Multiple linear regression model was employed on the collected data. The results of the findings revealed that per capita income, study hours, class attendance, co-curricular activities and teaching techniques were positively associated with student performance and were statistically significant also while terrorism showed negative correlation with student performance. It is concluded that the terrorist activities had worst consequences on the students' mind and ultimately decreased the performance in their studies. On the basis of these empirical findings, to keep students safe from terrorism, students should acquire trainings to protect themselves in such critical situation. On the other hand universities should have high security arrangements inside the universities.
... Student attendance is an essential aspect of the learning process on the university. By attending class, student able to get valuable information from the lecturer, so that the student able to improve knowledge and understanding towards a particular field or even some skills [1]. Each university is implementing its attendance system to make record student's presence for tracking and administration purpose. ...
... A perennial motivation for research in this area is the issue of absenteeism amongst university students. According to (Dobkin, Gil and Marion, 2007); (Park and Kerr, 1990) (cited by Ryan et. al (2010) it has been resulted that 40-70% of students did not attend lectures in American universities. ...
Abstract
Lectures’ attendance it is considered an important factor on academic achievements of students. The main aim of the study is to research the relationships among lectures attendance and academic achievements as well as the influence of lectures attendance on academic achievements of student.The main method of the study is quantitative approach and supported by qualitative approach as well. Three instruments have been used in the study: (1) database of lectures attending by master students of English language at University of Tirana. (2) Database of academic achievements by master students of English language at university of Tirana, (3) semi structured interviews with lectures of master level at University of Tirana. Two samples have been used in the study: (1) students of English language of master level at university of Tirana (n = 141), (2) lectures of master level at university of Tirana (n = 19). Inferential analysis supported by qualitative analysis verified alternative hypothesis. Based on statistical significance value- Sig. (2-tailed) .000 generated by bivariate linear correlation it has been resulted that there are statistical significant relationships among lectures attendance and academic achievements of students. Based on Pearson Correlation value- .530 among lecture attendance and academic achievements it has been resulted that increase of lecture attendance level influence academic achievements level. Based on determination coefficient value R Square .281 generated by bivariate linear regression it has been resulted that 28.1% of variance in academic achievements dependent variable has been predicted or has been influenced by lectures attendance independent variable.
Key terms: Lectures attendance, academic achievements
... It is highly significant statistically. It is supported by the results of Ajiboye and Tella (2006), Ali et al. (2009), Delaney, Harmon, andRedmond (2011) and Dobkin, Gil, and Marion (2007) that there exists a positive association between students' performance and class attendance. ...
... It is highly significant statistically. It is supported by the results of Ajiboye and Tella (2006), Ali et al. (2009), Delaney, Harmon, andRedmond (2011) and Dobkin, Gil, and Marion (2007) that there exists a positive association between students' performance and class attendance. ...
Absences in Chicago public high schools are 3-7 days per year higher in first period than at other times of the day. This study exploits this empirical regularity and the essentially random variation between students in the ordering of classes over the day to measure how the returns to classroom learning vary by course subject, and how much attendance in one class spills over into learning in other subjects. We find that having a class in first period reduces grades in that course and has little effect on long-term grades or grades in related subjects. We also find moderately-sized negative effects of having a class in first period on test scores in that subject and in related subjects, particularly for math classes.
Using a qualitative response analysis, the authors estimated and compared key determinants of course grades with those derived with OLS.
This study quantifies the effects of student behavior, teacher attributes, and course characteristics on class attendance
and performance. Several notable factors that influence attendance and grades are motivation, prior grade point average (GPA),
self-financing by students, hours worked on jobs, quality of teaching, and nature of class lectures. This study provides strong
empirical evidence of the positive influence of class attendance on student performance.
Adjusted for many other determinants, beauty affects earnings; but does it lead directly to the differences in productivity that we believe generate earnings differences? We take a large sample of student instructional ratings for a group of university teachers and acquire six independent measures of their beauty, and a number of other descriptors of them and their classes. Instructors who are viewed as better looking receive higher instructional ratings, with the impact of a move from the 10th to the 90th percentile of beauty being substantial. This impact exists within university departments and even within particular courses, and is larger for male than for female instructors. Disentangling whether this outcome represents productivity or discrimination is, as with the issue generally, probably impossible.
The author investigates the relationship between students' absenteeism during a principles of microeconomics course and their subsequent performance on exams. Records were maintained regarding the specific class periods that each student missed during the semester. Records were also kept of the class meeting when the material corresponding to each multiple-choice test question was covered. A qualitative choice model reveals that students who missed class on a given date were significantly more likely to respond incorrectly to questions relating to material covered that day than students who were present.
The paper analyzes the Grade Point Average (GPA) of more than 5,000 undergraduates at the University of California, San Diego. Personal background strongly affects GPA. Graduates of different high schools obtain significantly different GPAs, even after ...
We consider kernel estimation of a smooth density f at a point, but depart from the usual approach in admitting an adaptive dependence of the sharpness of the kernels on the underlying density. Proportionally varying the bandwidths like at the contributing readings lowers the bias to a vanishing fraction of the usual value, and makes for performance seen in well-known estimators that force moment conditions on the kernel (and so sacrifice positivity of the curve estimate). Issues of equivariance and variance stabilitization are treated.
A sample of 347 students, enrolled in principles of economics classes during the period 1997-2001, is used to examine the relation between class attendance and student performance on examinations. Among the questions examined are: Is attendance related to performance, with and without controls for other factors? Do only substantial levels of absence matter? Do low test scores cause more frequent subsequent absences? Do the results change when individual heterogeneity (in addition to controls for differences in SAT and GPA) is considered in the context of random-effects and fixed-effects models, using panel data? Can overall attendance be proxied by attendance at six meetings at the end of the semester, and does such a proxy yield the same relation to performance as overall attendance? We also study the factors that appear to contribute to improved classroom attendance.
The author investigates the relationship between students’ absenteeism during a principles of microeconomics course and their subsequent performance on exams. Records were maintained regarding the specific class periods that each student missed during the semester. Records were also kept of the class meeting when the material corresponding to each multiple-choice test question was covered. A qualitative choice model reveals that students who missed class on a given date were significantly more likely to respond incorrectly to questions relating to material covered that day than students who were present.