A case against mandatory lecture attendance

Hyde, Richard M.; Flournoy, D. J.

doi:10.1097/00001888-198603000-00005

Cited by 30 publications

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“…A few studies such as Hyde & Flournoy (1986), St. Clair (1999), and Rodgers (2002) rejected an attendanceperformance link.…”

Section: A Passive Learning In Business and Economicamentioning

confidence: 99%

Absenteeism and Language Learning: Does Missing Class Matter?

Fay¹,

Aguirre²,

Gash³

2013

JLTR

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Abstract-In a word, yes. The study determined the relationship between class attendance and mastery of a second language. Instructors kept detailed records of both attendance and classroom-discussed material. In a content-based class, the in-class material exam questions were isolated and the results showed that missing a single class increased the student's likelihood of an incorrect answer by three times compared to a student who attended class when the material was discussed. In a skills-based class, where in-class and outside-class material could not be separated, missing a single class increased a student's likelihood of an incorrect answer seven to eight times that of a student who attended class. Therefore missing classes does significantly affect test performance as well as mastery of the target language and content. These results lead to a number of significant conclusions which have implications for teaching in general, teaching a foreign language teaching in particular, educational policy, the link between class attendance and mastery of course content, and how best to measure the level of that mastery.

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“…A few studies such as Hyde & Flournoy (1986), St. Clair (1999), and Rodgers (2002) rejected an attendanceperformance link.…”

Section: A Passive Learning In Business and Economicamentioning

confidence: 99%

Absenteeism and Language Learning: Does Missing Class Matter?

Fay¹,

Aguirre²,

Gash³

2013

JLTR

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show abstract

“…Failed courses, in turn, adversely affect communitywide perceptions of the quality of the university and threaten enrollment, funding, and the future of the institution (St. Clair, 1999). Consequently, numerous researchers have attempted to ascertain the relationship between class attendance and academic performance.In an investigation by Hyde and Flournoy (1986), for instance, mandatory attendance was not correlated with academic performance. According to these authors,…”

mentioning

confidence: 91%

“…In an investigation by Hyde and Flournoy (1986), for instance, mandatory attendance was not correlated with academic performance. According to these authors,…”

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confidence: 91%

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Understanding Student Evaluations of Teaching Quality: The Contributions of Class Attendance

Burns

Ludlow

2005

J Pers Eval Educ

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Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality.Keywords class attendance . institutional policy . class size . teaching quality University faculty and administrators are often divided on compulsory class attendance policies. Indeed, survey data indicate that while numerous educators mandate attendance (Street, 1975), others leave attendance within the purview of individual students (Hyde & Flournoy, 1986). According to St. Clair (1999), university faculty and administrators fear that high rates of nonattendance lead to students' perceptions that a given course is a failure. Failed courses, in turn, adversely affect communitywide perceptions of the quality of the university and threaten enrollment, funding, and the future of the institution (St. Clair, 1999). Consequently, numerous researchers have attempted to ascertain the relationship between class attendance and academic performance.In an investigation by Hyde and Flournoy (1986), for instance, mandatory attendance was not correlated with academic performance. According to these authors,

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“…This means that controlling, extrinsic motivation can undermine intrinsic motivation. This finding lies at the base of studies in different disciplines which plead against compulsory attendance policies in university (Hyde and Flournoy 1986;St. Clair 1999).…”

Section: Self-determination Theorymentioning

confidence: 85%

Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education

Santamaría-García

2017

Corpus Pragmatics

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In this article, I will explore some of the emotional and educational consequences of (im)politeness in teacher-student interaction (T-S interaction, henceforth) at higher education, with reference to their influence in motivation and learning. Politeness theory (Brown and Levinson in Questions and politeness: strategies in social interaction, Cambridge University Press, Cambridge, 1978, Politeness: some universals in language usage, Cambridge University Press, Cambridge, 1987) will be extended to include a discursive approach to the 123Corpus Pragmatics (2017) 1:233-255 DOI 10.1007/s41701-017-0010-2 many rapport sensitive discourse acts and that their face-aggravating potential increases when conveying negative evaluative language and when students present a challenging orientation to rapport due to different reasons, being lack of intrinsic motivation an important one. Other aspects which can result in face aggravation such as different expectations regarding sociality rights and obligations will be discussed. As T-S interaction has effects not only on the relations reated among teachers and students but also on the teaching-learning process, it seems essential that the involved parties become aware of the impact of rapport management and of the fact that learning is facilitated by good interpersonal rapport but can be seriously undermined by its absence.

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A case against mandatory lecture attendance

Cited by 30 publications

References 0 publications

Absenteeism and Language Learning: Does Missing Class Matter?

Absenteeism and Language Learning: Does Missing Class Matter?

Understanding Student Evaluations of Teaching Quality: The Contributions of Class Attendance

Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education

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