Document Type

Article

Publication Date

12-2009

Publication Title

Journal of the Scholarship of Teaching and Learning

Abstract

This project investigated differences between faculty and student perceptions of student attendance in courses for the class period after an exam, including factors thought to influence student attendance. Participants from a single university completed a mixed-methods on-line questionnaire. Quantitative analyses revealed significant differences between faculty and student perceptions on all but one project variable. Qualitative analyses reinforced those findings and suggested that faculty misunderstand what factors actually influence student attendance. Taken together, the results suggest a substantial disconnect between faculty and student perceptions of the importance of class attendance and highlight areas for faculty to influence student attendance.

Comments

Copyright 2012 by The Trustees of Indiana University. Reproduced with permission from the Journal of the Scholarship of Teaching and Learning (JoSoTL). This work is licensed under a Creative Commons Attribution 3.0 License.

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