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average attendance rate of about 67 per cent. The paper also presented
attendance and exam performance. This result was found to be qualitatively robust
grade point average and the fraction of problem sets completed.3 On the
spent in lectures and discussion sections has a positive and significant erect
on exam performance, even after controlling for hours of study. Park and
and their course grades in a money and banking course over a four-year
the course.5
performance. Durden and Ellis (1995) investigate the link between overall
scores, having had a course in calculus) indicate that attendance matters for
little erect on the eventual outcome, excessive absenteeism has a large and
significant erect.
, even after controlling for both prior grade point average and the degree
letter grade higher than students who attended no more than 50 per cent of
at each class during the semester is matched with records of the class meeting
when the material corresponding to each question was covered. The results
indicate that students who miss class on a given date are significantly more
introductory statistics course. Kirby and McElroy (2003) study the determinants of
that hours worked and travel time are the main determinants of class attendance,
and that the latter, in turn, has a positive and diminishing marginal
erect on grade.
Among studies who reach less robust conclusions about the positive effect of
that the positive and significant erect of lecture attendance on performance is not
students, find that both formal study and self study are significant determinants of
exam scores but that the former may be up to four times more
important than the latter. However, they also find that self study time may
All of these studies, with the exception of Marburger (2001) and Rodgers
attendance and exam performance reflects the impact of omitted factors rather
than a true erect cannot be ruled out. In the following we thus report re-
sults obtained using panel data on Introductory Microeconomics students to
private university, one was a large public institution, and the third was a small
liberal
arts college. All three were classified as highly competitive by Bar-on's Profiles
of American Colleges. The study revealed that roughly one-third of the classes
at the large public university any( lowest at the small liberal arts college.
Absenteeism
also tended to be lower for core courses. Finally, the study revealed that
attendance was higher when the perceived quality of instruction was greater.
Romer also investigated the relationship between student attendance and overall
took attendance during six class meetings. Overall performance for the course
was then regressed against a set of independent variables that included the
students'
record of attendance during the sample period. 'To control for the cause and-
only those students who had completed all of the problem sets assigned during
performance.
single instructor's money and banking course over a four-year period. They
specific
letter grade for the course as a function of several independent variables. The
students' overall attendance during the semester was included among the
students' course grades and their attendance. To control for the motivational
study time devoted to the class and also their perceived value of the course.
Durden and Ellis (1995) also investigated the link between attendance and(' student
three semesters. The dependent variable was the students' overall course grade
averages. Each student's attendance record for the semester was self-reported
learning
relied on data gathered by Allen C. Kelley during his evaluation of his Teaching
Information Processing System ('I'IPS). The TIPS study processed weekly multiple-
choice responses that were optional and not a component of the students'
grades. A production function was estimated in which the dependent variable was
the students' percentage scores on final ex22m questions that related to the TIT'S
between time spent in lectures and discussion sessions and exam performance.