Faculty and Student Perceptions of Influences on Post-Exam Attendance

Trent W. Maurer, Georgia Southern University
Laura Frost, Georgia Southern University
Diana Sturges, Georgia Southern University
Simone Charles, Georgia Southern University
Deborah Allen, Georgia Southern University
J. Michelle Cawthorn, Georgia Southern University
Cherry C. Brewton, Georgia Southern University

Copyright © 2012 Maurer, et al. This work is licensed under a Creative Commons Attribution 3.0 License. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

This article was retrieved from Journal of the Scholarship of Teaching and Learning.


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.