SUMMARY 3

MandatoryAttendance and Performance of the students

Theprevious research shows that the performance of students iscorrelated inversely with non-attendance. The author tries toinvestigate the effect of imposing a program based on attendance andstudent’s performance. The mandatory attendance to be enforcedimproves on the performance and minimizes absenteeism. Severalstudies have tried to assess the effects of absenteeism on thefulfillment of the students. There is an inverse relationship betweenstudent performance and absenteeism. Romer (1993) argued thatabsenteeism was out of control in undergraduate economic courses. Asa result, this raised the question whether to make attendancecompulsory. The results of the research indicated that there is alink between learning and absenteeism. The students who failed toattend during lecture hours had the prerequisite to answerincorrectly to the questions posed than the learners who were alwaysin class. Absenteeism increased throughout the semester based on thenonattendance of the mandatory policy. The daily percentage of theabsent students during the final third semester was relativelyconstant during the semester. However, financial educators shouldunderstand that, though there is a correlation between learning andmandatory attendance which is shows statistical significance, theeffects is insignificant.

Students’Motivation for Class Attendance

Thestudy categorizes and describes the motivation of the student forchoosing not to attend class or attending class. Five focus groupswere conducted. The test schedule and behavior of the teacher impactthe class attendance. The faculty members can inspire students whoattend the lectures through modifying the programs in class, theirteaching behavior, and testing patterns. The data from the researchpaper indicates a test-to-test culture where students skip classesbefore or after the exam. Faculty behavior and quality contentvariables were separately coded. The &quotclass handout&quotvariables include the information presented in class and faculty readare closely related and show a driving force in class attendance. Inthe meantime, the students attend class when the handouts are notinclusive, and the faculty offers entirely new information. It wasnoted that the faculty members who presented real life stories andexamples are likely to have students attending their class. Thepersonal logistics was inclusive of variables such as doctor visits,weather, logistics and family emergencies. The class size factoraffected the attendance more than it had been anticipated. Therefore,the results derived from this study show a clear implication forpractice. The students of today have various competingresponsibilities such as work commitment and family.

Whystudents attend lectures

Thestudy investigated why the factors that motivate undergraduatebusiness students to attend lectures and the factors that discouragesthem. Some of the factors that encouraged students to attend classinclude: acquiring knowledge, collecting lecture notes and gainingguidance during the exam period. Most of the students perceived thatattending class would amount to better grades. The previous studiessupport these findings illustrating that class attendance enhancesthe academic performance of the students but does not explain thelearner`s behavior who fails to attend classes regularly. Furtherresearch is required to scrutinize the issue. It is imperative tounderstand that this view was apparent among the female students.Given that most of the students admitted that they attended class tocollect lecture materials, teaching staff should be motivated toprint and distribute lecture notes as a supplementary way oftransferring knowledge to the students. The timing of the talks,especially during the weekends, amounted to decreased chances ofattendance. A considerable number of students acknowledged that theywould not attend lectures if the content of the lectures were hard tofollow.