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Day_2_Session_4_Will_this_Come_Up_in_the_Exam.pdf

With similarly low results paisey and paisey 2004

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With similarly low results, Paisey and Paisey (2004) reported 21% of responses from 68 third-year students indicated that absence was a result of illness. It is of course reasonable to assume that students that are normally highly motivated and regularly attend may occasionally miss a timetabled session for perfectly legitimate reasons, such as those stated above. Under the category of ‘moderate student motivation’ Moore, Armstrong and Pearson (2008) appear to have themed responses from students that relate to completing other course or academic related tasks and spending time preparing for assessment. Their findings concluded that 23% of students surveyed showed non- attendance rationales that signal moderate student motivation. In stark contrast, Muir (2009) found that 46% of the students in question had not attended class based on the fact that they were doing other work for their course. The fact that this particular reason is being readily given by students as a cause for absence may be a result of students’ inability to effectively manage their time around assessment periods, or simply poor curriculum design on behalf of the programme team. Whilst not examined by Moore, Armstrong and Pearson (2008), it may also be acceptable to include reasons where students have to make a choice over whether they attend class or partake in another type of activity that could have been arranged at another time such as part-time work or medical appointments. Paisey and Pasiey (2004) found that the most frequent response for missing classes was part-time work, with 34% of respondents stating this as a reason. Massingham and Herrington (2006) also found that students gave part-time work as the third highest reason for not attending class after genuine sickness and being too busy. In contrast to this, Muir (2009) found that only 14.3% of students asked gave the reason of ‘working at a paid job’ for why they had not attended class. It appears that whilst the reason of gaining part-time work for missing classes has gain anecdotal momentum amongst academics within HE institutions, there is little evidence to confirm this based on research in this area that is currently available (Friedman, Rodriguez and McComb, 2001). The final category that Moore, Armstrong and Pearson (2008) present is that of reasons that signal low student motivation. Staggeringly out of 230 responses for not attending class, 60% fell into this category. Linked to this category, Friedman, Rodriguez and McComb (2001) found that 32% of respondents missed class as they were tired or overslept as a result of having fun the night before a class. In the same study, students also gave reasons such as course content being available from other sources and the content or lecturer being boring for not attending class. Similar comments were also reported by Moore, Armstrong and Pearson (2008), as well as laziness, bad weather and a dislike of delivery styles.
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  • Spring '18
  • NASSOR ABDALLAH
  • Edge Hill University

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