Improving Student Attendance: Does It Improve Student Learning? (the Scholarship of Teaching and Learning)

Abstract

Abstract This study explores whether students with better class attendance perform better on assessment instruments. The relationship between test performance and student learning was also assessed. Students' attendance records were compared to their test scores on objective tests. The students also demonstrated their knowledge of course content on a comprehensive question that was unannounced so students could not study for it. The results show that student test performance is better when class attendance is better and that students with better attendance demonstrate more knowledge of the course material. ********** There is a continuing discussion in the academic community around improving student learning. Related to this there is also considerable discussion about the importance of class attendance. This concern for attendance, and how to ensure students are maximizing their learning, is the foundation for this study. The first question we asked ourselves was: If we improve attendance will students perform better on tests and learn more? We also questioned if we get an accurate assessment of student learning from tests and similar assessment tools routinely used in classes? While it is tempting to answer the second question with a resounding yes, there seems to be little evidence to support such an answer. This questioning of our assumptions led us to develop specific research questions as indicated below. Many faculty in upper division courses seem to have experienced problems with students who do not appear to be prepared for advanced course material. The normal reaction to such a discovery is typically to question how the students made it through the lower level core or foundation course. One possible explanation for these observations is that students only memorized certain information or concepts long enough to pass a test, but they did not learn them. Another explanation might be that the student missed class on the day that certain topics were covered and the test that included that material did not ask every possible question because there was a limited time period allotted for the exam. This time constraint compelled the professor to ask a limited number of questions. Thus, the student learned enough to pass the test. The emphasis on assessment by accreditation bodies suggests the academic community is continually grappling with this issue of assessing student learning. As noted by Rynes and Trank (1999) pedagogical research needs to begin assessing learning. Such evaluations need to go beyond grades and test scores to assess understanding (Frost and Fukami, 1997). This study evaluates the relationship between class attendance and student learning beyond just performance on standardized tests. That evaluation specifically assesses whether students who have better test scores also have a better understanding of course material. For the purpose of this study we are using student learning to imply an ability to understand course material, use that understanding in subsequent courses, and demonstrate that understanding even when the student is not given the opportunity to cram for an exam. We perceive learning as different from test performance in that learning is the acquisition of lasting knowledge and understanding of a subject. The research on the effects of student attendance on learning has previously focused exclusively on the relationship between student attendance and test performance. In one of the few published studies of student attendance and performance Durden and Ellis (1995) report on a study of economics students. They conclude that absences did not negatively affect student performance on nationally standardized tests until they exceeded four classes. They further found that the negative effects on performance increased as absences increased. Thus, they conclude attendance does matter for academic performance and the effects of absences are nonlinear. …