CCS 395.01: Climate and Clean Energy Policy

Journal of the Scholarship of Teaching and Learning

The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.

International Research Journal of Medicine and Medical Sciences

Students' class attendance and engagement plays an important role in contemporary higher education. The present study aimed to investigate the compliance of Respiratory Care students to attendance regulations and the relationship between mandatory class attendance and final exam performance in four Respiratory Care courses. Attendance was measured by the overall lecture attendance percent, throughout the course. Students' performance was assessed by the final exam mark obtained. No statistically significant differences in student attendance between the different courses were found; although attendance was lower in cardiopulmonary anatomy and physiology course compared with the other 3 courses. Statistically significant differences in performance were present between the four courses. Positive correlation was found between attendance and final exam performance in all courses together, but the relationship between the variables was not statistically significant. Correlation between attendance and final exam results for each separate course was also examined and found to be positive, but also lacked statistical significance. Students' compliance with the student regulations and the overall attendance is excellent. Class attendance got a positive impact on students' academic performance. This suggests that lecture attendance is critical for learning, but a larger study is required to adjust for other factors like, English language proficiency student CGPA (cumulative average grade point) and gender and to minimize the effect of the small sample size used in this pilot study.

Generally, class tardiness is defined as students not attending lecture on time and not being present in the time set. After attending lectures for a period of time, students start getting to know the lectures are conducted and therefore assume that there will be no constructive activities happen for the first few minutes of the lecture. Class tardiness influences the students themselves as well as others. As generally known, students who possess regular attendance tend to achieve better results as success is related to one's punctuality. Students who are late to class will also cause disruption to other students. Indeed, many previous researches indicated that class tardiness among the students is a common phenomenon. Some of the researches mentioned that students who are tardy tend to achieve lower grades compare to others and sleep late is the main reason. Therefore, this research will further investigate the phenomenon of class tardiness among the Schools of Larkana subdivision. Throughout, conducting this research quantitative method which is a set of questionnaire will be used. The result will indicate the class tardiness among the Larkana subdivision schools.

The Journal of Educational Research, 2011

In this paper we investigate the effect of class attendance on academic performance, and evaluate the existence and importance of minimum attendance requirement thresholds. We found that attendance has a relevant and statistically significant impact on performance, together with the existence of a threshold, although contrary to the expected, not associated with a decrease in performance, which questions the existence of minimum attendance requirement.

Generally, class tardiness is defined as students not attending lecture on time and not being present in the time set. After attending lectures for a period of time, students start getting to know the lectures are conducted and therefore assume that there will be no constructive activities happen for the first few minutes of the lecture. Class tardiness influences the students themselves as well as others. As generally known, students who possess regular attendance tend to achieve better results as success is related to one’s punctuality. Students who are late to class will also cause disruption to other students. Indeed, many previous researches indicated that class tardiness among the students is a common phenomenon. Some of the researches mentioned that students who are tardy tend to achieve lower grades compare to others and sleep late is the main reason. Therefore, this research will further investigate the phenomenon of class tardiness..

2016

Revise policies and procedures to eliminate discipline disparities. Excluding students from school is a harsh consequence. It results in non-attendance immediately and is a contributing factor in continued absenteeism and/or drop out. In many situations, students of color and students with special needs are more likely to be suspended or otherwise removed from regular instruction. Conduct deeper studies of attendance initiatives. The report illustrates some possible examples of practices that are not effective unless they are developed in a cultural specific and sustaining way. Any conclusions with respect to what are "best practices" are likely very sensitive to how these practices are constructed and implemented in a given context.

Procedia - Social and Behavioral Sciences, 2014

Center For Evaluation and Education Policy Indiana University, 2012

The central issue that this study seeks to address is the consistent absenteeism problems that post-secondary schools are experiencing. To address this problem, this study explored the experience of absenteeism from the perspectives of both students and teachers, to gain a fuller understanding of the nature, structure, and creation of absenteeism on college campuses. To gather data, this study utilized a combination of convenience and typical case sampling. The students and teachers were interviewed at a location of their choosing in order to gain a richer understanding of the phenomenon of human reactions to absenteeism in post-secondary education by bringing the lived experiences of the participants to light. This data lead to the following three themes: influence of student self-perception, influences outside the university, and influence of the university classroom. The themes resulting from this study may prove useful to educators who are in the process of constructing their courses, allowing them to creatively address the concern of student attendance in their classrooms. Finally, the results of this study illustrate the need for students and teachers alike to make a continued effort to strive for a dialogic relationship within the classroom.