Teaching psychology in Australia: does class attendance matter for performance?

Louis, Winnifred R., Bastian, Brock, McKimmie, Blake and Lee, Anthony J. (2015) Teaching psychology in Australia: does class attendance matter for performance?. Australian Journal of Psychology, 68 1: 47-51. doi:10.1111/ajpy.12088


Author Louis, Winnifred R.
Bastian, Brock
McKimmie, Blake
Lee, Anthony J.
Title Teaching psychology in Australia: does class attendance matter for performance?
Journal name Australian Journal of Psychology   Check publisher's open access policy
ISSN 1742-9536
0004-9530
Publication date 2015
Sub-type Article (original research)
DOI 10.1111/ajpy.12088
Volume 68
Issue 1
Start page 47
End page 51
Total pages 5
Place of publication Chichester, West Sussex United Kingdom
Publisher John Wiley & Sons
Collection year 2016
Language eng
Formatted abstract
Objective
The value of course attendance is well documented, and has been linked to improved performance in the past. The current study aimed to add to this body of knowledge by examining a robust sample of students (six cohorts across two content domains) within the context of psychology undergraduate courses and specifically within Australian universities. To date, little data is available focusing on the issue of class attendance for psychology students in Australia.

Method
Data were collected from students during classes using paper and pencil questionnaires in which previous grades and attendance were recorded along with student number. Student number was subsequently matched to observed final grades which were recorded, before the student number was deleted to provide a de-identified data set.

Results
Using hierarchical linear modelling we found that course attendance was positively related to objective performance, providing additional findings to bolster evidence for the relationship between course attendance and objective performance while controlling for self-reported past academic performance. Furthermore, we did not find any significant variance in this relationship across course content, attesting to the robust nature of the link between class attendance and performance.

Conclusion
Our data pre-date the major innovations in online teaching of the last few years, but the findings provide an important baseline and arguably have practical implications for the teaching of psychology within Australian universities.
Keyword Australian universities
Class attendance
Grade performance
Learning
Psychology course
Undergraduate teaching
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Psychology Publications
 
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Created: Thu, 26 Mar 2015, 14:51:00 EST by Mrs Alison Pike on behalf of School of Psychology