Lecture attendance versus academic performance and prior knowledge of accounting students: An exploratory study at a South African university

Papageorgiou, Elmarie

doi:10.20853/33-1-2695

Cited by 9 publications

(14 citation statements)

References 44 publications

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“…This may imply that consistent failing may lead to disgruntlement and discouragement while good academic performance may spark students to put more effort into their school work. These results support the findings of numerous prior studies which reported positive association between lecture attendance and academic performance (Paisey & Paisey, 2004;Clark et al, 2011;LeBlanc, 2005;Nyatanga and Mukorera, 2017;Papageorgiou, 2019).…”

Section: Class Attendance and Demographic Characteristicssupporting

confidence: 91%

“…The study by Nyatanga and Mukorera (2017) in South Africa also confirmed a positive and statistically significant relationship between lecture attendance and academic performance among the first and second year students doing microeconomics and macroeconomics modules. Papageorgiou (2019) examined the first year accounting students in South Africa and documented a strong association between lecture attendance and academic performance. Chen and Lin (2008) also reported that lecture attendance affects students' performance and they further reported that students who attended lectures were more likely to improve in their examination performance.…”

Section: Effects Of Class Non-attendancementioning

confidence: 99%

“…Credé, Roch and Kieszczynka (2010) also established a strong relationship between attendance and class grades at State University of New York. Nyatanga and Mukorera (2017) and Papageorgiou (2019) reported a positive and significant relationship between lecture attendance and academic performance in South African Universities.…”

Section: Introductionmentioning

confidence: 96%

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Factors Hindering Class Attendance: Views of University Accounting Students

Wally-Dima¹,

Mbekomize²,

Nametsegang³

2020

AJFA

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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.

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Section: Class Attendance and Demographic Characteristicssupporting

confidence: 91%

Section: Effects Of Class Non-attendancementioning

confidence: 99%

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Factors Hindering Class Attendance: Views of University Accounting Students

Wally-Dima¹,

Mbekomize²,

Nametsegang³

2020

AJFA

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“…This finding suggests that the students experience a positive impact on their academic performance and continuous learning from attending the support classes. This is consistent with literature on attendance of lectures that have found attendance to have a positive influence on academic performance(Van Walbeek 2004;Papageorgiou 2019). This highlights that teaching examination technique methods such as working out questions without a memorandum, under supervised conditions, are perceived as beneficial by the respondents.…”

supporting

confidence: 90%

How accounting students within the Thuthuka Bursary Fund perceive academic support offered at one South African university

Ontong

Waal

Wentzel

2020

SAJHE

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Recent academic performance of students in their chartered accountancy professional examinations has been under scrutiny by the business community in South Africa, especially examination performance amongst Black, Coloured and Indian (BCI) students (SAICA 2019a; Ryan 2019). Noting the importance of preparing higher education students for future professional examinations, this study focused on Thuthuka Bursary Fund (TBF) students in accounting. The study participants were all from BCI groups whilst the study aimed to gain insight into TBF students' perceptions regarding the value of two academic support structures. These structures involved additional tutorials, only offered to TBF students and individual learning program sessions, offered to all accounting students. The study aimed to understand the support format required to equip students to better prepare for examinations. Student perceptions were analysed to identify those aspects which could potentially make the offered support structures more conducive to the learning needs of students. Understanding student perceptions about the effectiveness of academic support is critical in promoting the study success of students and meeting their learning objectives. The study found that certain aspects of academic support are judged to positively contribute to students' learning, while others can be improved upon. Students seem to prefer smaller support class sizes, language-specific facilitators, support classes being scheduled during normal class hours instead of after hours, an emphasis on exam writing techniques and, to a lesser extent, course content being covered. The findings suggest more regular student feedback about the academic support offered which could result in revisions to existing support structures. Such revisions might contribute to better assistance to students, potentially increasing their performance-also in continued professional learning after graduation.

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“…Class participation is a multidimensional concept that comprises many aspects that suggest evidence of student engagement, such as preparation prior to class (Dancer & Kamvounias, 2005;Hard & RaoShah, 2021), attendance (Dancer & Kamvounias, 2005;Fritschner, 2000;Hard & RaoShah, 2021), contribution to class activities and discussions (Dallimore et al, 2010;Dancer & Kamvounias, 2005;Fritschner, 2000;Xu & Qiu, 2020) and frequent small tasks (Tang et al, 2020;Thomlinson et al, 2010). Past research shows that these activities lead to personal and professional growth in students (Jones, 2008), result in a better understanding and retention of the material (Precourt & Gainor, 2019), enable students to demonstrate a broader range of skills (Richardson, 2015) and improve students' performance (Papageorgiou, 2019;Paisey & Paisey, 2004;Precourt & Gainor, 2019). Grading class participation is one of the most popular techniques instructors use to encourage it, as students prioritize graded components in their coursework (Rocca, 2010).…”

Section: Introductionmentioning

confidence: 99%

Class participation and feedback: a bet on the winning horse?

Márquez¹,

LAZCANO²,

Bada³

et al. 2022

Preprint

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<p>In an educational environment focused on student learning, class participation and feedback are key to improving students’ performance. Class participation grading methods are often unclear and subjective, so providing feedback on class participation grades is challenging for lecturers. The Work-In-Class Assessment Tool (WICAT) we designed enables instructors not only to grade class participation clearly and objectively but also to provide students with weekly feedback on this class participation grades. This paper aims to analyze the effect of WICAT class participation grades and weekly feedback on students' final exam performance. We conducted an experiment with 699 accounting students over the 2016-2019 period. Our results show that students whose class participation grade was obtained through WICAT performed better on the final exam. Furthermore, our results suggest that a student assessed by WICAT was 2.28 times less likely to fail the final exam. However, the weekly feedback that WICAT allowed seemed not to affect students’ performance. These results have important implications for curriculum designers and teaching staff on how to design course syllabuses and where to focus in-class efforts.</p>

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Lecture attendance versus academic performance and prior knowledge of accounting students: An exploratory study at a South African university

Cited by 9 publications

References 44 publications

Factors Hindering Class Attendance: Views of University Accounting Students

Factors Hindering Class Attendance: Views of University Accounting Students

How accounting students within the Thuthuka Bursary Fund perceive academic support offered at one South African university

Class participation and feedback: a bet on the winning horse?

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