Determinants of university students’ attendance

Moores, Elisabeth; Birdi, Gurkiran; Higson, Helen

doi:10.1080/00131881.2019.1660587

Cited by 49 publications

(39 citation statements)

References 87 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The kind of lecturer, required facilities and study area of the learning activity also seem to be influencing factors of attendance and can be categorised under "institutional facilities," next to scheduling. About scheduling issues, Moores et al (2019) concluded, after a review of studies exploring attendance in HE, that the timing of scheduled classes probably is an issue for some students. Our findings confirm this conclusion.…”

Section: Trip Generationmentioning

confidence: 99%

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Versteijlen

Wee

Wals

2021

IJSHE

View full text Add to dashboard Cite

Purpose Daily commuting trips of higher education (HE) students account for a large proportion of the carbon footprint of a HE institution. Considerations of students underlying their choice of travel mode and their decision to make the trip to campus or to study online are explored as a necessary first step for finding an optimal balance between online and on-campus learning from both a sustainability and an educational perspective. Design/methodology/approach Focus group conversations were held with student groups from different study programmes of a university of applied sciences in the Netherlands. Findings Dutch students’ travel mode choices seem to depend on measures regulating travel demand such as a free public transport card and high parking costs. The findings indicate that students make reasoned choices about making a trip to campus. These choices depend on considerations about their schedule, type, lecturer and content of a course, social norms and their own perceived behavioural control. Alternative online options can provide students with more flexibility to make choices adapted to their needs. Social implications While these findings are useful for sustainable and educational reasons, they also seem helpful in times of COVID-19 which calls for a re-design of curricula to allow for blended forms of online and on-campus learning. Originality/value To the best of the authors’ knowledge, this paper is one of the first studies looking at students’ considerations when deciding whether to travel to campus to learn or stay at home learning online.

show abstract

Section: Trip Generationmentioning

confidence: 99%

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Versteijlen

Wee

Wals

2021

IJSHE

View full text Add to dashboard Cite

show abstract

“…Shimoff and Catania (2001) report that merely recording attendance makes a difference and, as we know, that will have a beneficial effect on performance. Transparently, consistently and conveniently recording attendance should create greater awareness among students themselves (Moores et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Examining the linkage between class attendance at university and academic performance in an International Branch Campus setting

Karnik

Kishore

Meraj

2020

Research in Comparative and International Education

View full text Add to dashboard Cite

The relationship between class attendance and academic performance has been an important area of research, with a positive association being posited between the two. The setting for our study is an International Branch Campus (IBC) of a British university that needs to demonstrate the quality of its service delivery both to the parent institution and to the fee-paying students. We employ a dataset of over 900 students in an undergraduate degree programme and subject it to statistical techniques, namely quantile regression and two-stage quantile regression. Our results show that attendance has a beneficial influence on academic performance and this benefit persists at higher percentile of grades. We propose that IBCs could consider an attendance policy that encourages students to attend classes.

show abstract

“…Administering the questionnaire in class might have caused the respondents to complete the questionnaire referring to the particular course they were attending at that time when completing the questionnaire instead of looking at their class attendance in general as it relates to other courses. Also the negative effect of self-assessment questionnaire as highlighted by Moores, Birdi and Higson (2019) and Demetriou, Ozer and Essau (2015) whereby respondents tend not to tell the whole truth might have constrained this study. The results of this study are limited to only students taking accounting courses at the exclusion of non-accounting students who might have different reasons from the targeted group.…”

Section: Limitation Of the Studymentioning

confidence: 95%

“…In the words of Clair (1999 p.179) "the classroom environment that engage students, emphasizes the importance of students' contribution, and have content directly related to knowledge assessed will undoubtedly provide encouragement to students to attend regularly". Similarly, Moores, Birdi and Higson (2019) reiterated the need of making the lectures interesting and interactive with a view of encouraging attendance. In the same vein, effectiveness of teachers and using real world settings in class (Fjortoft, 2005) and offering interesting course content (Van Schalkwyk, Menkveld and Ruiters, 2010) are said to incentivize students to attend classes.…”

Section: Interventions To Improve Class Attendancementioning

confidence: 99%

Factors Hindering Class Attendance: Views of University Accounting Students

Wally-Dima¹,

Mbekomize²,

Nametsegang³

2020

AJFA

View full text Add to dashboard Cite

This paper examines the factors that hinder University accounting students from attending classes on a regular basis. A survey instrument comprising of factors that impede class attendance - adopted from prior studies and modified- was administered to the second, third and the fourth year students doing accounting courses. Descriptive statistics were computed and Independent sample T-tests were performed to measure how statistically significant different the views of students from different years of study were. The results of the study suggest that studying for other tests, uploading of lecture materials to ICT platforms, failure to do the necessary reading in advance of class, working on the project which is due on the same day of a class, lack of proper time management and failure to properly allocate time to school activities are among the ten key factors responsible for class non-attendance. Other hindrances to class attendance include having many lecturers to attend in a day, transport problems to school, lack of personal motivation and a long time lag between classes. In addition, the results reveal that majority of respondents assess their class attendance to be satisfactory; and there is no evidence to indicate that type of course, gender and accommodation status are among the causes of differences in class attendance. Also the results suggest that the higher the levels of study the more the number of factors are considered hindrances to class attendance. These results have implications to students, lecturers, tertiary institutions and sponsors who in one way or the other can devise means to mitigate the problem of class absenteeism.

show abstract

Determinants of university students’ attendance

Cited by 49 publications

References 87 publications

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Examining the linkage between class attendance at university and academic performance in an International Branch Campus setting

Factors Hindering Class Attendance: Views of University Accounting Students

Contact Info

Product

Resources

About