Study on Effective Measures to Increase Student Attendance in Class: Reasons and Suggestions

* Bhawna Pal ** Godhuli Dube

ABSTRACT:
One of the most rising concern for educational institutes today is Student Attendance, as it is

hampering transfer of quality education and students knowledge building capacity .What initiatives can contribute towards increase in attendance need to be analyzed and implemented on institutes front ? To seek an answer for the query, this research has been conducted. Taking observation study, interview with eminent educationists of distinguished educational institutes along with references from internet as a tool for research, has helped in finding some of the measures to improve student attendance in class. After analyzing reasons for student absenteeism, a general view has been acknowledged. In order, to overcome this concern few measures like Behavioral Aspect and New improved Teaching Techniques if adopted and implemented effectively may lead to a promising solution.

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Contents:
Page no.

1. 2. 3. 4.

Introduction Objective Keywords Research methodology 4

3 4 4

5. 6.

Analysis and Finding : Reasons for Student being Absent Recommendation : Measures to increase Student Attendance 7 8 9

5 7

6.1 Effective communication of attendance policies (to the students) 6.2 Behavioral aspect (faculty specific) 6.3 Use of innovative teaching techniques 7. 8. Conclusion References

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INTRODUCTION:
Student absenteeism is a major concern in education institutes for lecturers, college administrators and parents. With the emphasis on ensuring that students are meeting and exceeding academic standards, colleges are struggling to increase attendance rates knowing that chronic absenteeism contributes to lack of educational progress in the students. Attending college regularly is crucially important for a students education and social skills. Chronic absentee students are placed at a disadvantage both socially and academically. They miss out on critical stages of social interaction and development with their peers and at the same time impacts negatively on their academic progress. Students absenteeism also affects the lecturers ability to present class work in a sequential and organized way thereby having a direct impact on the quality of academics offered by the institute. Since skipping classes affects the quality of education, students performance in the examinations and the morale of the faculty, it is important to learn more about students who skip classes and the reasons for doing so. The study highlights the reasons for absenteeism of the student from the college and the reasons to overcome the same. Systemic solutions to attendance problems will originate from system that is made up of teachers and administrators who understand the importance and interconnectedness of supporting climate, significant relationships, engaging and challenging content and instruction, and rules, policies and procedures. Wagstaff, Combs, & Jarvis, 2000

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OBJECTIVE:
Classroom attendance plays a vital role in students academic learning. The objective of this study is to look out for reasons leading to such phenomena & various methods which can enable educational institutes to encourage student attendance in a class. The research work comprehends on probable reasons for students fleeing away and suggesting measures to overcome the issue. This study aims to help out educational institutes and faculty members to deal with student absence by adopting and implementing suggested measures.

KEYWORDS:
Behavioral Aspect Focused Group Discussions Neuro Linguistic Programming Interactive Learning Student-centered teaching

RESEARCH DESIGN / METHODOLOGY:

The study is descriptive in nature. Research designs : Data collected via one to one interaction and discussion with the following Peer review Qualitative research Focused group discussions : 3 Groups- Students ,Facultys and Parents Expert opinions: 4 person Data based on personal experience and promising practices

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ANALYSIS & FINDINGS:

Reasons of students absenteeism

Students do not begin a college course with the intention of dropping out before the end of the term, yet many do. The reason for every student being absent may not be the same, but are not completely different too. After using the primary tools of research such as focused group discussions (FGD), personal interviews (one to interaction) with students, their parents and faculty members - following findings with respect to student absenteeism were observed:

1. Peer pressures : This reason is one of the major contributors in students absenteeism. Skipping classes these days are seen as courageous move to defy all the rules imposed on the students and are seen as a heroic gesture. The sincere bunch of students does not wish to be tagged as book worms by their fellow mates for the simple reason that they attend classes. As a result, the attendances in the classes remain low. 2. Course culture: Some of the undergraduate courses (mostly non-professional) are opted by the students for the mere reason of earning a degree without putting in too many efforts. . For them understanding course structure via class sessions is unnecessary .This delusion, posses as a natural hurdle in their attendance. 3. College culture: Some of the students face problems to cope up with academic and social environment of the college, try to avoid attending classes. 4. No clarity in ambition: Some students face difficulty in finding their goals and determining what to pursue academically. Due to continuation of this indecision over a period of time, students skip their classes. 5. Financial instability: Student especially those from working class and disadvantaged backgrounds, do not attend class, because they are unable to bear the direct and indirect expense of college and in some cases prior commitment to work to manage expenses also leads to absence. 6. Expectation and reality: When a mismatch between student interests, needs, institutional mission and program offerings, its very common to figure out student leaving the classes. 7. Lack of confidence: When students dont interact with other members of the institution, particularly faculty, they feel alone in the learning process and are more likely to drop out. 5|Page

8. Distance factor: One of the common problems may be the distance between the institute & residence of students, so due to transportation problem they avoid regularity in classes. 9. Physical or mental illness: If some physical or mental illness persist for so long, a discontinuation arises that creates a brake in regular classes. 10. Apathy: Do not feel like attending if this type of mentality comes in the mind of student. No external force may work then.

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RECOMMENDATIONS:
Measures to increase students attendance in the class

After analyzing the above mentioned reasons for students absenteeism, we propose the following measures to curb the problem of attendance in the classes: 1. 2. 3. Effective communication of attendance policies (to the students) Behavioral aspect (faculty specific) Use of innovative teaching techniques

1. Effective communication of attendance policies (to the students)

In order to foster self discipline in students, an attendance policy which is sound and reasonable can set clear standards. At the time of framing attendance policies, educational institutes need to ponder upon certain points: Have students with chronic absenteeism been identified and counseled? When students are absent, is there an effort to contact the home? Is there consistent enforcement of the attendance policy by all administrators and teachers? Has the attendance policy been recently evaluated for effectiveness and revisions

implemented? Input should be taken from all parties involved - teachers, administrators, students, administrative staff, counselors etc. Contributors to effective attendance policies: Attendance policies must be crystal clear to all staff members and students. There must be a

clear guideline stating difference between excused and unexcused absences. Reward or incentive program to be used for students who are regularly attending college, this

should be clearly specified in the policy. A two-way contract among students, administrators, teachers, and families should be

developed, that delineate standards of performance for the student, services the institute provides.

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The purpose of policy formation, implementation should be to change behavior and perception

of student regarding attendance and not to punish them.

2. Behavioral aspect (faculty specific)

Mostly very first class session sets a learning climate for the entire semester and it can act as a deciding factor for students whether to attend class or not. How faculty members interact with students in terms of content delivery, solving their queries creates awareness and interest at students end. The purpose of the first class session should set up an expectation for successnot scare students away. This is why behavioral aspect is one of the contributing factors towards increasing student attendance.

First day class:

Faculty should be the first to arrive and last to leave class, they should not dismiss class early on the first day Adopt an enthusiastic approach and build connection with students While introducing oneself, faculty should tell students how they chose their field of study and educational background First class session should be an Ice-breaking session between students and faculty, where students are made to feel comfortable in interacting with them A paired-activity with students introducing each other, conducted well will help them connect with fellow classmates Show interest in students achievements; get to know more about them Addressing students respectfully by their names inside and outside classrooms makes them feel important. Probability of ease in interaction with students becomes high because of this

During gradual class sessions:

Faculty themselves should show passion and interest towards the subject being taught

that can generate interest in the minds of students. When students see syllabus, course requirements, they should be assured that faculty is there to guide them throughout their success. Realistic expectations should be set. Research has shown that a teachers expectations have a powerful effect on students performance (Forsyth and McMillan, 1991). If faculty act as though they expect students to succeed, they are more likely to succeed. matter. Explain how attending class sessions will improve their learning and retention of subject

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Practical, real-life examples from many cultures in course content should be encouraged. Tell success stories of past students.

Personal experiences on struggles and successes with learning can be included. Rather than dismiss student ideas, a faculty adds to them to make the students feel that their ideas and opinions are worthwhile. Allow students to relate and apply personal, family or cultural experiences or histories in class assignments. Students should be allowed to convey which teaching method are effective and which are not.

After the class:

Provide students with information on academic course and other related college resources. Initial apprehensions and confusion regarding course content, study material, facilities in terms of studies and extra -curricular should be properly dealt with. For example: i. If a student needs help, accompany him or her to the proper office and make an introduction. ii. Arrange for a library orientation to comprehend them on easy access to study material along with formalities. iii. Schedule a session in the computer lab to familiarize students with the hardware and software on college campus. Help students budget their time by informing them how much time they will need to devote to study outside of class. Allow students who miss the first class to meet in office so that any queries related to course can be handled. By identifying students who are headed for academic difficulty early in course, faculty can take initiative to contact and meet with students who are doing poorly .Approach the student before or after class to arrange a meeting. Be cautious with passive student who comes to class, sits quietly .doesnt participate, and does poorly on evaluations. Students should be encouraged to set achievable goals and to focus on their continued Discussions can be held with colleagues to share what works. improvement, not just on their grade on any one test or assignment.

3. Use of innovative teaching techniques In the traditional approach to college teaching, most class time is spent with the professor lecturing and the students watching and listening. For increase in student learning, improve the odds for retention and success by helping students become more connected and involved in their learning, teaching techniques have to be improvised. 9|Page

We propose the following types of innovative teaching techniques that enable a faculty member to command better understanding and enthusiasm of the students: a. b. c. d. Interactive lectures Student-centered teaching Neuro Linguistic Programming (NLP) Practical approach (Field Trip)

a. Interactive lectures:
Interactive lectures are presentations that provide students with multiple brief opportunities for structured engagement. In contrast to the traditional lecture, interactive lectures involve: (a) Several relatively brief segments of instructor talk (or mini-lectures) and (b) Explicit opportunities for student thinking and responding (c) Student comprehension during the lecture is assessed directly. (d) Opportunities to correct misunderstandings are periodically provided within the lecture. For example: During a session if it is observed that a students concentration begins to wane, a short structured in-class activity can be assigned wherein student interaction with faculty and fellow mates can be encouraged.

b.

Student-centered teaching:

Student centered teaching methods shift the focus of activity from the teacher to the learners. These methods include:

Active learning: in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. Cooperative learning: in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; Inductive learning: in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods

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include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching, role play method. Student-centered methods have repeatedly been shown to be superior to the traditional teachercentered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.

c. Neuro Linguistic Programming (NLP)

NLP is a learning technique that classifies learners in three forms: People who run movies in their head when remembering information. Some are auditory types who play a tape recorder for absorbing information through sounds .And finally kinesthetic people who remember bodily sensations in recalling experience. A faculty can use this method to analyze student learning pattern and accordingly use below given aids. Visuals: Aids like graphs to instruction can help learners better understand the ideas that are being presented. Try to make sure that the visual aids clarify the ideas that are being presented and dont confuse them. Use the same words in your presentation as are used on the visuals. E.g. slides and transparencies. Auditory types: learners are stimulated by local tones, pitch and pacing. E.g. movies. Kinesthetic types: hands on experience leads to better learning.

d. Practical approach (Field Trip):

Connecting conceptual knowledge with practical exposure will not only enhance learning but also give an insight on how things are done at professional level. A field trip is usually a well planned visit by a group of students to an organization that can provide new ideas to the learners. Field trips can be planned around the visiting or experts/specialists on a certain topic, manufacturing facilities, demonstration programs, and other locations that cant come to the learners. It can be used to show the results of a certain practice.

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Conclusion
An educational institute aims at imbibing professional expertise along with making them socially responsible. And these fundamental pillars of life are built during education, guidance & interaction with fellow mates and faculty members which comes from physical appearance in class, i.e. class room attendance. As the study concentrates on reasons and recommendations of student absenteeism, the first step in dealing with student absenteeism should be to determine reasons and then finding on measures to overcome them. These recommendations given in the study should not be implemented in isolation, they need to be integrated: a blend of effective communication of attendance policies, behavioural aspects and usage of innovative teaching techniques if adopted and implemented, would fetch a promising solution to deal with the issue.

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References:
1. 2.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html Using active learning instructional strategies to create excitement and enhance http://www.cte.cornell.edu/resources/pdfs/Eisen%20Active%20Learning

learning:

%20Handout%20March%202010.pdf

3.

http://educationnorthwest.org/webfm_send/302

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