Should We Bother Improving Students' Attendance at Seminars?

Autor/in	Gbadamosi, Gbolahan
Titel	Should We Bother Improving Students' Attendance at Seminars?
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 2, S.196-206 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.796717
Schlagwörter	Attendance; Seminars; Focus Groups; Interviews; Feedback (Response); Correlation; Predictor Variables; Academic Achievement; Action Research; Intervention; Mixed Methods Research; Undergraduate Students; Business Administration Education; Foreign Countries; Student Attitudes; Reflection; United Kingdom (England) + Suchen Sie Ihr Suchwort? Anwesenheit; Seminar; Interviewing; Interviewtechnik; Korrelation; Prädiktor; Schulleistung; Projektforschung; Ausland; Schülerverhalten
Abstract	This study uses action research intervention to improve students' attendance at seminars. Specifically, the study asks the question: will students' attendance improve if they drive their own learning by running their own seminars? Records of lecture and seminar attendance at a module and comparative ones were used. Focus group interviews provided additional feedback, with students in support of student-led seminars. Students identified running their own seminars as beneficial, but suggested some modifications. Findings also revealed that, relative to comparable modules, seminar attendance on this module was improved. Moreover, attendance at seminars, but not at lectures, was significantly correlated with and a significant predictor of academic performance. The article highlights ideas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01