Student Attendance: Is It Important, and What Do Students Think?

There is an increasing trend for higher education institutions to be expected to monitor student attendance, on the assumption that better attendance leads to higher retention rates, higher marks, and a more satisfying educational experience. Surprisingly, the subject has received little attention in the planning pedagogical literature. This article reports the results of research on whether attendance does actually affect assessment performance, and on planning studentsʹ opinions about attendance issues. The research shows that there is a tendency for students who attend classes more regularly to gain better marks, especially if they are weaker or if they have the potential for a top mark, although it is not clear cut. In addition, there seems to be support amongst students for a more punitive approach to poor attendance, particularly in the context of improving the perceived quality of tuition on offer. The responses of staff colleagues to the research findings, and a consequent Departmental policy change on attendance, are also discussed. The paperʹs conclusion reviews the issues raised by the research, including the fundamental question of whether staff should monitor attendance at all. It is suggested that a graduated approach to attendance monitoring is the most effective response, in which sanctions have a place, although only as a last resort.