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Attendance and performance: correlations and motives in lecture-based modules

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Attendance and performance: correlations and motives in lecture-based modules. / Clark, Gordon; Gill, Nick; Walker, Marion et al.
In: Journal of Geography in Higher Education, Vol. 35, No. 2, 2011, p. 199-215.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Clark G, Gill N, Walker M, Whittle R. Attendance and performance: correlations and motives in lecture-based modules. Journal of Geography in Higher Education. 2011;35(2):199-215. doi: 10.1080/03098265.2010.524196

Author

Clark, Gordon ; Gill, Nick ; Walker, Marion et al. / Attendance and performance : correlations and motives in lecture-based modules. In: Journal of Geography in Higher Education. 2011 ; Vol. 35, No. 2. pp. 199-215.

Bibtex

@article{4c43ca10347e4d3abfb8ef941d044d59,
title = "Attendance and performance: correlations and motives in lecture-based modules",
abstract = "Does attending lectures improve student performance? Using novel attendance data, we examine statistically the relationships between attendance and performance for first-year and third-year students. The relationship is moderately positive: very high attendance is significantly associated with an improvement in performance over very low attenders of between 5.3% and 12.8%, depending on circumstances. Then we provide qualitative evidence from in-depth interviews with students about their views and motives regarding lectures. We find a range of reasons why attendance may be less than complete, and conclude that attendance is related to performance in complex ways.",
keywords = "Attendance, Performance, Lectures, Geography, Motives",
author = "Gordon Clark and Nick Gill and Marion Walker and Rebecca Whittle",
year = "2011",
doi = "10.1080/03098265.2010.524196",
language = "English",
volume = "35",
pages = "199--215",
journal = "Journal of Geography in Higher Education",
issn = "0309-8265",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Attendance and performance

T2 - correlations and motives in lecture-based modules

AU - Clark, Gordon

AU - Gill, Nick

AU - Walker, Marion

AU - Whittle, Rebecca

PY - 2011

Y1 - 2011

N2 - Does attending lectures improve student performance? Using novel attendance data, we examine statistically the relationships between attendance and performance for first-year and third-year students. The relationship is moderately positive: very high attendance is significantly associated with an improvement in performance over very low attenders of between 5.3% and 12.8%, depending on circumstances. Then we provide qualitative evidence from in-depth interviews with students about their views and motives regarding lectures. We find a range of reasons why attendance may be less than complete, and conclude that attendance is related to performance in complex ways.

AB - Does attending lectures improve student performance? Using novel attendance data, we examine statistically the relationships between attendance and performance for first-year and third-year students. The relationship is moderately positive: very high attendance is significantly associated with an improvement in performance over very low attenders of between 5.3% and 12.8%, depending on circumstances. Then we provide qualitative evidence from in-depth interviews with students about their views and motives regarding lectures. We find a range of reasons why attendance may be less than complete, and conclude that attendance is related to performance in complex ways.

KW - Attendance

KW - Performance

KW - Lectures

KW - Geography

KW - Motives

U2 - 10.1080/03098265.2010.524196

DO - 10.1080/03098265.2010.524196

M3 - Journal article

VL - 35

SP - 199

EP - 215

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 2

ER -