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Day_2_Session_4_Will_this_Come_Up_in_the_Exam.pdf

In the current study however less than a third of

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had an influence on their attendance patterns. In the current study however, less than a third of resp ondents (28.13%, n=9) gave ‘work’ related issues as a reason for not attending timetabled sessions. It appears that whilst paid work is becoming an anecdotal ‘excuse’ that is being banded around by academic staff, the reality in this context is very diffe rent. What’s more, in the current study, more students gave the reason of ‘couldn’t be bothered’ (31.25%, n=10) than that of ‘had to work’ and ranking it as the fourth highest reason for not attending class. These results are also reflected in the findin gs of Muir (2009) who discovered that 19% of students gave ‘couldn’t be bothered’ as a reason for not attending whilst only 14.3% gave ‘working at a paid job’ as a reason. Whilst this apparent ‘laziness’ amongst students is difficult to manage, van Shalkwyk, Menkveld and Ruiters (2010) stress that students should be properly informed about the important relationship that exists between attendance and academic performance and that the classroom is portrayed as a beneficial learning environment. If this is not the case, then students may simply weigh up the costs and benefits of attendance and decide that the processes and outcomes associated with attending do not merit the effort required to attend (Moore, Armstrong et al. 2008) .
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SOLSTICE & CLTR Conference 2012, Edge Hill University 10 CONCLUSIONS Limitations . Clearly this study focuses on a small sample from one programme within one HE institution within the UK. Future research may look to include a larger first year sample across the department, faculty or even institution to look at trends across a range of programmes. Alternatively, it may be useful to look at collaborative work across institutions to look at regional or national trends. Additionally the questions posed in the current student were taken from a range of previous research articles studying similar issues. This inductive approach could be replaced by a more deductive approach in which the students are involved in determining the preset questions through the use of focus groups in order to help shape the questionnaire. Finally, the addition of academic performance data may have allowed a better understanding of the effects of attendance and non-attendance on student attainment and progression. Conclusions. This study has reported the results of research that considered the reasons for why students choose to attend or not attend class. It is clear from the results presented in the current study that attendance can be affected by a number of factors ranging from an unavoidable inability to be present, such as illness, to reasons that indicate students adopting instrumentalist approaches to learning, for example only attending in order to find out ‘test tips’. Findings show there is clearly a group of students that attend because they enjoy the subject area, like finding out about new research, and enjoy applying what they learn into real world settings. Although such reasons for attendance
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  • Spring '18
  • NASSOR ABDALLAH
  • Edge Hill University

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