Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

Childbirth Experience, Risk of PTSD and Obstetric and Neonatal Outcomes According to Antenatal Classes Attendance

Antenatal classes have evolved considerably and include now a discussion of the parents' birth plan. Respecting this plan normally results in a better childbirth experience, an important protective factor of post-traumatic stress disorder following childbirth (PTSD-FC). Antenatal class attendance may thus be associated with lower PTSD-FC rates.This cross-sectional study took place at a Swiss University hospital. All primiparous women who gave birth to singleton from 2018-2020 were invited to answer self-reported questionnaires. Data for childbirth experience, symptoms of PTSD-FC, neonatal, and obstetrical outcomes were compared between women who attended (AC) or not (NAC) antenatal classes.A total of 794/2876 (27.6%) women completed the online questionnaire. Antenatal class attendance was associated with a poorer childbirth experience (p=0.03). When taking into account other significant predictors of childbirth experience, only induction of labor, use of forceps, emergency caesarean, and civil status remained in the final model of regression. Intrusion symptoms were more frequent in NAC group (M=1.63 versus M=1.11, p=0.02). Antenatal class attendance, forceps, emergency caesarean, and hospitalisation in NICU remained significant predictors of intrusions for PTSD-FC. Use of epidural, obstetrical, and neonatal outcomes were similar for AC and NAC.

Motives of Knife-Carrying among the Youth in Azerbaijan: In-Depth Interviews Among 27 Experts and 5 Knife-Carriers

Drawing on in-depth interviews with psychologists, criminologists, and sociologists ( n = 27), as well as five adolescents (aged between 15 and 17 years) with a history of knife-carrying in Azerbaijan, this study attempts to explore the motives for knife-carrying among the male youth. Using a phenomenological approach, the interviews found a set of mixed and interrelated factors as the key motivators of carrying a knife among male youth. The answers provided by members of both samples generally overlap, but each provides some unique insights as well. Experts argue that young men tend to suffer from poor socialization and fail academically, which forces them to seek companionship, status, and identity elsewhere. In such circumstances, adolescents become likely to fall under the influence of their peers, as well as the criminal world whose figures are widely popular in the country. Since knife-carrying provides a sense of power and self-esteem, as well as constitutes a core attribute of notorious criminal figures, it becomes attractive to the youth. Male interviewees with a history of knife-carrying, all with irregular class attendance and part of “circles” (deviant peer groups), were attracted to sharp objects (a) by their ability to project power to others around them, such as so-called “predators” and (b) rule of the circles. The desire to exercise informal control over an area (school or neighborhood) and emulate thieves-in-law was particularly critical in shaping adolescents’ decision to carry knives and five-knuckle. The findings not only largely confirm the results reported by the Western studies, but also advance our understanding of youth's inclination towards knife-carrying in a nonwestern society.

Association of Class Attendance and Test with Grades Attained in BDS Final Professional

OBJECTIVES: The purpose of this study was to verify the association of class attendance percentage, and regular test marks of each taught subject in BDS final year with marks obtained in final examination. METHODOLOGY: Class attendance and test performance records of all participants were obtained from the college authority, and the final professional examination marks sheet issued by UHS was obtained from the college office. Potential confounders like age, gender and parents’ occupation were also recorded for each student. Pearson’s correlation coefficient test was applied to verify the association of class attendance and class tests marks percentage for different subjects taught with final marks. Multivariate analysis was undertaken by adjusting for confounders in the model. RESULTS: This study found significant correlation between each taught subject class test marks with final marks obtained in each respective subject of the final year. Class attendance of each taught subject had weak, insignificant association with final marks except in one subject i.e., Operative Dentistry. CONCLUSION: Class test marks are a stronger predictor of final examination marks than class attendance percentage.

Is gender role self-concept a predictor for music class attendance? Findings from secondary schools in Lower Saxony (Germany)

Although there is an increasing number of studies investigating the effects of attending music programs and classes, research on the impact of gender role self-concept on the decision to attend music classes is limited. Current research highlights the significance of gender role self-concept in decision-making processes. Accordingly, we conducted path analysis on a sample of n = 353 fifth-graders to identify interrelations and mediation effects of students’ gender role self-concept on the attendance of a specific music class through the self-concept in music, intrinsic value of music, and other relevant aspects. The results showed that only gender role self-concept of femininity revealed direct effects on attending a music class. Students describing themselves as feminine had a more positive self-concept in music and value music more. No mediation effects could be detected. However, a negative direct path from gender role self-concept of femininity on music class attendance was observed. No effect was found for gender role self-concept of masculinity and music class attendance. The intrinsic value for music showed the highest impact on music class attendance. After discussing the main results, recommendations for researchers, teachers, and school administrators are made with regard to an accessible music education, which is independent of gender role orientations.

Impact of Socio-economic Factors on Undergraduate Students’ Academic Performance in Bangladesh: A Case Study at Social Science Faculty, University of Dhaka

This study attempts to identify the potential impacts of socio-economic factors on undergraduate students’ academic performance in Bangladesh. In this study, cross-sectional primary data have been collected from 300 randomly selected undergraduate students of the Social Science faculty, University of Dhaka. Among them, 164 are male students and 136 are female students. Sample students have been selected randomly through a simple random sampling method and a structured questionnaire containing both closed and open-ended questions has been used to collect data. Analysis of Covariance (ANCOVA) model is used to find out the impacts of all these socio-economic variables on undergraduate students’ academic performance or CGPA (Cumulative grade point average). The OLS estimation technique is used for estimating slope coefficients of independent variables. The main findings of this study show that class attendance, study hour, previous academic results, university admission test scores, family income, father’s education, mother’s education, and group study have a positive and significant impact on under-graduate students’ CGPA (Cumulative grade point average). And the dummy variables of gender, participation of part time-job, and extra-curriculum activities have a negative impact on CGPA. By analyzing the findings of this paper, it can be concluded that the academic performance of undergraduate students can be improved by motivating students about their regular class attendance and per day study hours, providing strong educational basement at the school and college level, providing free adult education, giving financial support to the students of a poor family, ensuring ICT based education system and free internet access for both teachers and students.