Does Class Attendance Predict Academic Performance in First Year Psychology Tutorials?

<p>Student absenteeism is common across universities. Learning through attending lectures and tutorials is still expected in our technological age, though there are major changes in how information in lectures and tutorials can be transmitted via the use of iLearn and related packages, by video streaming of classes and by online technology generally. Consequently, availability of these supplementary resources and, in general terms, the issue of physical absence from classes, raises the question of whether missing class impacts on student learning. Does it matter if students attend classes or not? The aim of the current study was to assess whether student attendance in tutorials in first year subjects in psychology was associated with academic performance, that is, was attendance linked with improved performance? We took data from tutor held records on attendance and on results for article review assignments and laboratory reports for a total of 383 students who completed introductory psychology courses in classes over the years 2012-2015. The hypothesis that class attendance and performance would be significantly related was supported in 13 of the 14 class relationships examined separately, and, in the class that was the exception the correlation was in the expected direction. These results suggest that attending class continues to have a positive impact on student learning in this technological age. The limitations of the current study are discussed as are implications regarding instructor resource applications and/or compulsory class attendance policies.</p>

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Exploring Biology: A Vision and Change Disciplinary First-Year Seminar Improves Academic Performance in Introductory Biology

CBE—Life Sciences Education ◽

10.1187/cbe.17-08-0158 ◽

2018 ◽

Vol 17 (2) ◽

pp. ar22 ◽

Cited By ~ 2

Author(s):

Caroline J. Wienhold ◽

Janet Branchaw

Keyword(s):

Academic Performance ◽

Academic Success ◽

Research University ◽

Positive Impact ◽

First Year ◽

Academic Skill ◽

Introductory Biology ◽

Core Concepts ◽

Introductory Biology Course ◽

First Year Seminar

The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed to address many of the challenges facing aspiring biology students beginning their academic careers at a large public research university. The course addresses typical FYS goals, such as community building, introduction to resources, and academic skill development, and introduces students to the core concepts of biology defined in the 2011 Vision and Change report. Relative to a matched comparison group of students, Exploring Biology alumni were retained at higher rates and had higher levels of academic performance in a subsequent introductory biology course, suggesting Exploring Biology has a positive impact on future academic performance in the discipline. Results from course evaluations and an alumni survey show that, overall, students valued both the FYS components and biology components of the course. These results provide evidence that the Exploring Biology disciplinary FYS model is an intervention that may increase academic success and retention in biology.

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TEACHERS FEEDBACK AND ITS IMPACT ON STUDENTS ACADEMIC PERFORMANCE IN GHANA: A CASE STUDY OF NEW EDUBIASE SENIOR HIGH SCHOOL

International Journal of Applied Research in Social Sciences ◽

10.51594/ijarss.v2i6.190 ◽

2020 ◽

Vol 2 (6) ◽

pp. 166-186

Author(s):

Justice Agyei Ampofo

Keyword(s):

High School ◽

Academic Achievement ◽

Academic Performance ◽

High School Students ◽

Formative Assessment ◽

Student Learning ◽

Positive Impact ◽

Senior High School ◽

School Students ◽

Senior High School Students

The purpose of the study was to investigate how feedbacks from teachers affect the academic achievement of New Edubiase Senior High School students in the Adansi South District of Ghana. The descriptive survey design was employed for this study. The researcher used questionnaire as the main instruments for data collection. The target population for the study was all the teachers and students of New Edubiase Senior High School. In all, 60 teachers and 60 students were used for the study. Simple random and purposive sampling strategy was employed to select respondents for the study. Percentages were used for the analysis of the response and presented in tables and charts. Findings showed that students of New Edubiase Senior High School are aware of the importance of teachers’ feedback, both formal and informal type of formative assessment is used in assessing students of New Edubiase Senior High School by their teachers but the type of formative assessment that is mostly used in assessing students is formal. The study also found out that feedback help students to know the benefit of learning, encourages students to be more active and participate in class activities, help students to internalize and process the demands of task given to them by their teachers, increases self-esteem of students, guides students in on their performance, feedback deepen the understanding of students on their performance and also clarify what students should do. The study concluded that feedback can be used as an effective teaching tool by teachers in improving students’ academic achievement. Based on the findings, it was recommended that teachers of New Edubiase Senior High School should use formative feedback effectively as an effective tool on student learning and achievement and must also see the importance of assessment and clearly show how feedback can have a positive impact on student learning. Keywords: Teachers Feedback, Impacts, Senior High School Students, Academic Performance, New Edubiase.

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Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning

CBE—Life Sciences Education ◽

10.1187/cbe.19-09-0189 ◽

2020 ◽

Vol 19 (2) ◽

pp. ar16

Author(s):

C. Daniel Riggs ◽

Sohee Kang ◽

Olivia Rennie

Keyword(s):

Critical Thinking ◽

Student Engagement ◽

Active Learning ◽

Student Learning ◽

Positive Impact ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Course Materials ◽

And Performance ◽

Proven Method

Active-learning exercises such as the generation of exam questions are a proven method of increasing student engagement and promoting critical-thinking skills. Students were encouraged to use questions generated by their peers to help promote learning of course materials. A statistically significant correlation between use and performance is reported.

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A Cocurricular Program That Encourages Specific Study Skills and Habits Improves Academic Performance and Retention of First-Year Undergraduates in Introductory Biology

CBE—Life Sciences Education ◽

10.1187/cbe.20-06-0117 ◽

2021 ◽

Vol 20 (1) ◽

pp. ar4

Author(s):

Whitney Hawkins ◽

Kate Goddard ◽

Carlita Favero

Keyword(s):

Academic Performance ◽

Study Skills ◽

Student Outcomes ◽

Low Cost ◽

First Year ◽

Introductory Biology ◽

Specific Study ◽

Gateway Courses ◽

Wide Scale ◽

Improved Performance

A short (8-week), low-cost intervention focused on study skills improved performance and persistence of first-year undergraduates in introductory biology. Wide-scale adoption of teaching study skills in STEM gateway courses is suggested to improve student outcomes, particularly for students who are commonly underrepresented.

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First-Year Students Participation And Performance In A Financial Accounting Support Group

International Business & Economics Research Journal (IBER) ◽

10.19030/iber.v12i4.7739 ◽

2013 ◽

Vol 12 (4) ◽

pp. 399

Author(s):

Eloise De Jager ◽

Eli Bitzer

Keyword(s):

Support Groups ◽

Support Group ◽

Financial Accounting ◽

Future Research ◽

First Year ◽

Pass Rates ◽

First Year Students ◽

Student Assistance ◽

Improved Performance ◽

And Performance

The academic performance and retention of first-year students are under scrutiny worldwide. In view of the emphasis on first-year success, a support group was established in a first-year module - Financial Accounting 178 - at Stellenbosch University in South Africa. The article reports on students perceptions of their participation and their pass rates within the support group. Both qualitative and quantitative data were obtained from interviews, questionnaires, and an analysis of support group pass rates. The overall conclusion from this study is that students in financial accounting perceived their participation as positive and an increase in pass rates, compared to previous results, was observed. Small-group participation, tutorial classes, and peer student assistance all appear to contribute positively to improved performance of support groups. A number of areas for possible future research were identified from the results.

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Ability, Effort, and Performance Among First-Year Law Students at Brigham Young University

American Bar Foundation Research Journal ◽

10.1111/j.1747-4469.1981.tb00435.x ◽

1981 ◽

Vol 6 (3) ◽

pp. 671-697 ◽

Cited By ~ 1

Author(s):

Edward L. Kimball ◽

Larry C. Farmer ◽

D. Glade Monson

Keyword(s):

Law Students ◽

First Year ◽

Significant Drop ◽

Brigham Young University ◽

Class Attendance ◽

Equivalent Time ◽

Student Ability ◽

And Performance ◽

Study Techniques

This study considers the relationships between first-year law students' admission credentials, the amount of time they spend in study, and the grades they receive on examination. Findings include that there is a significant drop in effort during the first year, that while effort invested in study pays off in improved grades this effort is much less significant in explaining grades than is student ability as measured by LSAT and undergraduate grades, that students in the middle and bottom of the class are helped more by substantial study than are those in the top, that class attendance is much more valuable in raising grades than is equivalent time in other study, and that none of the various study techniques examined could be linked with major differences in results.

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Investigating factors influencing class attendance and performance of first-year Economics students

South African Journal of Higher Education ◽

10.20853/35-4-4129 ◽

2021 ◽

Vol 35 (4) ◽

Author(s):

C. Swanepoel ◽

R. Beukes ◽

D. Yu

Keyword(s):

First Year ◽

Class Attendance ◽

Factors Influencing ◽

Economics Students ◽

And Performance

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Impacto del meta aprendizaje en el rendimiento académico y la motivación de alumnos primer curso de grado en el área de Expresión Gráfica. = Impact of meta learning on academic performance and motivation of first year bachelor students in descriptive geometry.

Advances in Building Education ◽

10.20868/abe.2021.1.4570 ◽

2021 ◽

Vol 5 (1) ◽

pp. 67

Author(s):

Manuel Álvarez Dorado ◽

Blanca Mora Rey-Sánchez ◽

Javier Martín Pérez ◽

Guillermo Pérez González ◽

Carlos Morón Fernández

Keyword(s):

Academic Performance ◽

Positive Impact ◽

First Year ◽

Orthogonal Projections ◽

Self Evaluation ◽

Research And Innovation ◽

Meta Learning ◽

Innovation Project ◽

Innovación Educativa ◽

Academic Year

El presente documento presenta los resultados de un proyecto de investigación e innovación educativa llevado a cabo durante dos cursos académicos consecutivos. A través de la inclusión de herramientas como la rúbrica, y estrategias como la coevaluación y la autoevaluación, se ha investigado la mejora del rendimiento y la motivación en alumnos de primer año de grado en arquitectura de la universidad de Sevilla. concretamente en el temario del sistema axonométrico, las proyecciones ortogonales y la normalización. Esta investigación se ha desarrollado en cuatro grupos distintos de dos centros de enseñanza. Dos de los grupos recibieron en el curso académico 2018/2019 la formación de forma tradicional y los otros dos fueron sometidos al proyecto de innovación durante el curso académico 2019/2020. La motivación inicial de ambos grupos fue bastante similar. En el grupo experimental se observó una mejora significativa de la motivación tras la impartición del temario. Tras la aplicación del PIE, el aumento de la motivación ha sido más notable que el del rendimiento académico. La autoevaluación y la coevaluación han impactado de forma directa y positiva en la motivación de los alumnos, y se relaciona directamente con el rendimiento académicoAbstractThis document presents the results of an educational research and innovation project carried out during two consecutive academic years. Through the inclusion of tools such as the rubric, and strategies such as co-evaluation and self-evaluation, the improvement of performance and motivation in first year bachelor students has been investigated, specifically in the axonometric system syllabus, orthogonal projections, and normalization. This research has been developed in four different groups of two teaching centres. Two of the groups received traditional training in the 2018/2019 academic year and the other two were subjected to the innovation project during the 2019/2020 academic year. The initial motivation of both groups was quite similar. In the experimental group, a significant improvement in motivation was observed after teaching the syllabus. After the application of the PLE, the increase in motivation has been more remarkable than that of academic performance. Self-evaluation and co-evaluation have had a direct and positive impact on student motivation and are directly related to academic performance.

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Linking Rubrics and Academic Performance: An Engagement Theory Perspective

Journal of University Teaching and Learning Practice ◽

10.53761/1.15.1.3 ◽

2018 ◽

Vol 15 (1) ◽

pp. 5-22

Author(s):

Julie Elizabeth Francis ◽

Keyword(s):

Academic Performance ◽

Student Engagement ◽

Student Performance ◽

Engagement Theory ◽

Potential Benefits ◽

Improved Performance ◽

And Performance ◽

Student Grades ◽

Practical Implications ◽

Assessment Rubric

While marking rubrics offer a range of potential benefits for students and staff, educators are working to develop a richer understanding of the most effective ways to unlock these benefits. This study contributes by examining the link between rubrics and performance through the lens of student engagement. The work introduced an assessment rubric and examined student grades across three conditions: i) when students do/do not have the marking rubric, ii) when students do/do not engage with a discussion about how and why to use the rubric, and iii) when students do/do not engage with the rubric discussion plus additional resources. The results indicate that simply providing a rubric does not necessarily lift student performance whereas higher grades are evident when students engage with discussing the rubric. Further analysis showed that grades were ever higher when students engaged with the rubric discussion plus additional resources. The findings have practical implications for effectively using rubrics and fostering improved performance through student engagement.

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