An Interdisciplinary Analysis of Course Meeting Frequency, Attendance and Performance

Autor/inn/en	Pollak, Micah; Parnell, David Alan
Titel	An Interdisciplinary Analysis of Course Meeting Frequency, Attendance and Performance
Quelle	In: Journal of the Scholarship of Teaching and Learning, 18 (2018) 3, S.132-152 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Academic Achievement; Program Length; Time Factors (Learning); Attendance; Public Colleges; Grade Point Average; College Students; Instructional Program Divisions; Gender Differences; Age Differences; Indiana + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Collegestudent; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	Using data from economics and history courses taught across multiple semesters, the authors show that a triweekly meeting frequency improves student performance relative to a biweekly meeting frequency. There is evidence that this effect operates through two channels. First, there is an indirect effect that operates through attendance. While greater attendance improves course score, this effect is less in a triweekly course. Second, there is a direct positive effect to more frequent course meetings on student performance. These two effects combine to increase student performance by 3 to 9 percentage points when meeting triweekly instead of biweekly. While students perform better overall on a triweekly meeting schedule, there are more absences and less consistent attendance. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01