Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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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 -