Search results
1 – 10 of over 11000Ratnam Alagiah, Debbie Delaney and Lisa McManus
This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at…
Abstract
This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.
Froagh Ahmed Jami, Lisa Burton and David W. Chapman
The purpose of this paper is to investigate the relationship of students’ school attendance, gender, and size of their class with their achievement in two subject areas among…
Abstract
Purpose
The purpose of this paper is to investigate the relationship of students’ school attendance, gender, and size of their class with their achievement in two subject areas among early grade primary school students in rural India. Second, it examines the extent to which the relationship between students’ attendance and achievement differed by classroom.
Design/methodology/approach
The study was conducted across 1,434 students enrolled in 24 schools in two rural districts. Student attendance on ten days over a five‐month period was examined in relation to their achievement in Math and Hindi. Hierarchical linear modeling (HLM) was employed for analysis.
Findings
When examined across all students, attendance had either no relationship or a very weak relationship with achievement scores. However, the relationship between attendance and achievement varied significantly by classroom, indicating that students’ achievement differed by which teacher they had for class. Across all grades and subjects, boys out‐scored girls on the achievement test at levels that were statistically significant but too small to have much practical importance.
Originality/value
The paper's findings indicate that the teacher is a key factor in determining the relationship between students’ attendance and their achievement. Results support the argument that the quality of teaching may need to precede an emphasis on promoting student attendance and shrinking class size. It is not that these things are unimportant; rather, they may be ineffective and a waste of money if quality teaching is not already present.
Details
Keywords
This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or…
Abstract
Purpose
This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance.
Design/methodology/approach
Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis.
Findings
Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome.
Research limitations/implications
This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study.
Practical implications
This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class.
Originality/value
This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.
Details
Keywords
Elizabeth Anne Dunn, Jessica Chow, Sara Meddings and Lissa June Haycock
The purpose of this paper is to explore what affects attendance at Recovery College, what students who have missed classes perceive to be the barriers to attendance and…
Abstract
Purpose
The purpose of this paper is to explore what affects attendance at Recovery College, what students who have missed classes perceive to be the barriers to attendance and suggestions for improvement.
Design/methodology/approach
Survey of 16 students who have missed Recovery College classes.
Findings
The most common reasons for non-attendance were personal factors associated with physical illness; competing commitments or life events; and worries about other students and anxiety. Recovery College factors included inconvenient location, time or date of the course and poor communication from the college. Students found individual learning plans (ILPs) helpful and that they improved attendance. Recommendations are made to improve attendance through clearer information and communication; ILPs, text reminders before classes and phone calls from tutors if students miss classes.
Originality/value
Many services are looking at how to become more cost effective – improving attendance is one such way. This paper offers an analysis of barriers to attendance and makes recommendations about how attendance can be improved.
Details
Keywords
Loretta Newman‐Ford, Steve Lloyd and Stephen Thomas
The number of people engaging in higher education (HE) has increased considerably over the past decade. However, there is a need to achieve a balance between increasing access and…
Abstract
The number of people engaging in higher education (HE) has increased considerably over the past decade. However, there is a need to achieve a balance between increasing access and bearing down on rates of non‐completion. It has been argued that poor attainment and failure within the first year are significant contributors to the overall statistics for non‐progression and that, although research has concentrated on factors causative of student withdrawal, less attention has focused on students who fail academically. This study investigated the effects of a number of factors on the academic attainment of first‐year undergraduates within the Faculty of Humanities and Social Sciences at the University of Glamorgan. Results showed that gender and age had only minor impacts upon educational achievement, while place of residence, prior educational attainment and attendance emerged as significant predictors of attainment. Further analysis showed these three factors to be interrelated, with attendance correlating strongly with both entry points and place of residence. In turn, prior attainment was strongly linked to place of residence. Findings may be used to identify and proactively target students at risk of poor academic performance and dropout in order to improve rates of performance and progression.
Details
Keywords
Astrid Schmulian and Stephen Coetzee
Other business education literature, particularly in the field of economics, has developed theories in respect of the reasons for non‐attendance of lectures and the positive…
Abstract
Purpose
Other business education literature, particularly in the field of economics, has developed theories in respect of the reasons for non‐attendance of lectures and the positive correlation between class attendance and academic performance. The aim of this paper is to determine the generalizability of these theories to a large accounting class in South Africa.
Design/methodology/approach
This paper is a differentiated replication of the study by Paisey and Paisey, who provided initial evidence of the generalizability of these theories to a small accounting class in Scotland, employing a research questionnaire and the analysis of quantitative and qualitative data.
Findings
The reasons given for the non‐attendance of lectures generally correspond with those previously reported. Certain differences that are identified are likely a result of specific country or economic factors. This study found a significant positive correlation between class attendance and academic performance; however, the correlation is low and not very meaningful. Further analysis reveals some difference between language groups suggesting that culture and ethnicity may have an effect on the relationship between class attendance and academic performance.
Originality/value
This paper raises questions as to the generalizability of prior research on class attendance and academic performance. The findings of this study suggest other factors, including students' economic, cultural and ethnic backgrounds, are likely to affect associations between class attendance and academic performance.
Details
Keywords
Pranab Kumar Pani and Pallavi Kishore
There is growing evidence that learning is faster, measurably better and more productive in a classroom setting when a student attends classes regularly. Each student brings in…
Abstract
Purpose
There is growing evidence that learning is faster, measurably better and more productive in a classroom setting when a student attends classes regularly. Each student brings in his/her experience, skills, and unique learning styles to a class – thus a classroom environment can potentially create positive externalities through which a student can gain substantially from various strengths of his/her peers. However, students do remain absent from their classes for a variety of reasons. One of the measurable effects of regular non-attendance in a university class, where students from various cultures and regions interact, is the academic performance. The purpose of this paper is to determine if there is any potential causal link between absenteeism (attendance) and academic performance.
Design/methodology/approach
Data were culled from the records of three batches of students in a British university campus in the Middle East. Quantile regression methods were used to establish the causal relationship between absenteeism and academic performance.
Findings
A quantile regression analysis reveals that absenteeism has negative impact on academic performance. This also suggests that low performers are worse affected by absenteeism as compared to the high performers.
Research limitations/implications
Inclusion of some other factors, such as study habits, additional hours spent on quantitative modules, student’s ethnicity background, particularly in the context of United Arab Emirates, could have emboldened the robustness of the study. Non-availability or paucity of this information, to some degree, has limited the conclusions of this study.
Originality/value
Proponents of mandatory attendance argue that there is a positive correlation between attendance and performance. But, one very important issue which gets overlooked is who actually benefits more by attending classes – are the shirkers who have a poor attendance record or the ones who are more sincere, more regular, and active participants in a class? This study uses quantile regression analysis to address this issue.
Details
Keywords
Randa Diab-Bahman, Abrar Al-Enzi, Wael Sharafeddine and Sapheya Aftimos
This paper aims to examine the correlation between academic performance and attendance of e-learning, away from the conventional classroom setting.
Abstract
Purpose
This paper aims to examine the correlation between academic performance and attendance of e-learning, away from the conventional classroom setting.
Design/methodology/approach
The study investigates the impact of attendance in the final grades of 389 undergraduate first- and second-year undergraduates taking Business Management classes online for the first time over the span of three consecutive academic semesters during an academic year.
Findings
The results show that there was a negative correlation between attendance and grades. However, splitting the results by year provided some insightful information as there was a difference between the relationships for first- and second-year students. Therefore, it can be concluded that both attendance and the year of the students did have a statistically significant influence on grades.
Originality/value
Although the impact of students' attendance on their academic performance has not been the subject of extensive research, especially in the field of Management studies and in an online delivery medium, it is likely to be of interest to academics and policymakers as the pandemic continues to make e-learning more popular.
Details
Keywords
Abdullah Almutawa and Mishiel Said Suwaidan
The 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…
Abstract
Purpose
The 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/approach
A 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.
Findings
The 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 implications
To 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/value
Most 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.
Details
Keywords
Using a pool of 226 students from introductory accounting courses offered during the COVID-19 pandemic, the author shows support for the efficacy of hybrid learning delivery…
Abstract
Using a pool of 226 students from introductory accounting courses offered during the COVID-19 pandemic, the author shows support for the efficacy of hybrid learning delivery methods. The author categorizes students’ preferences for remote (via video conferencing), in-person (face-to-face (F2F)), or HyFlex (an on-demand combination of either in-person or remote) learning modalities and examines the association with performance. The author finds that attendance choices affect a student’s self-reported engagement, coursework participation, and exam performance. Additionally, the author finds a significant effect on all performance measures for those who either attend in-person or hybrid lecture formats compared to remote learning via video conferencing technology. These results indicate a potential loss of learning in the absence of a F2F lecture component. However, results do not indicate any significant performance difference between those who attend in-person and those who prefer a hybrid learning (HyFlex) format. These results show that there is a benefit to F2F lectures, although, the degree to which students must attend in that modality to reach their full benefit remains unresolved as the study did not address this issue.
Details