Many researchers acknowledge that attendance can be a fundamental factor in enhancing student achievement in learning settings (Lai & Chan, 2000; Lin & Chen, 2006; Marburger, 2006). Levine discusses students’ responses to a variety of attendance policies in her article. In general, the researcher distinguishes three types of attendance policies:
Her conclusion reveals that when more students were required or encouraged to attend a class, the attendance rate was higher. In addition to this, if a student missed classes frequently, that student was less likely to do well in that particular course. As a result, she examined the significant impact of attendance policy and found the following results (Levine, 1992):
How much do you agree with these results? Do you think that you would reach to similar results if you have implemented these policies in your courses? Please log in to leave your comments.
Lai, P., & Chan, K. C. (2000). Should class attendance be mandatory? Atlantic Economic Journal, 28(3), 377.
Levine, J. (1992). The effect of different attendance policies on student attendance and achievement, in Eastern Psychological Association Conference.
Lin, T, & Chen, J. (2006). Cumulative class attendance and exam performance. Applied Economic Letters, 13(13), 937-942.
Marburger, D. R. (2006). Does mandatory attendance improve student performance? Journal of Economic Education, 37(2), 148-155.