A Correlational Study of Class Attendance and Academic Performance

Running Head: CORRELATING ACADEMIC PERFORMANCE AND ATTENDANCE





A Correlational Study of Class Attendance and Academic Performance
in Pharmacy Technician Students at a College in Dothan, Alabama.
A proposal presented to the
Graduate faculty of
Troy University
In partial fulfillment of the requirements for
PSE 6691
By
Jessica D. Shelley







Chapter 1
Introduction
Statement of the Problem
This paper will discuss the ways in which post-secondary academic performance is correlated with the classroom attendance of pharmacy technician students. The driving force that provides motivation for earning certification, in a specialized area of technical training, tends to be either psychologically or monetarily based. Although there may be several variables related to the reasons in which someone decides to further their education, a student typically seeks higher education in an effort to better themselves, provide a higher quality of life for themselves and their family. According to the Alabama State Board of Pharmacy (January, 2009), there are approximately thirteen thousand registered pharmacy technicians in the state of Alabama. The actions of pharmacy technicians will ultimately impact the lives of their patients, therefore increasing the demand of a strong educational foundation, which cannot be fully achieved if the students fail to adequately acquire knowledge presented during class sessions.
The pharmacy technician program is a technical training program that encompasses forty-one weeks of academic instruction. The students will complete seventy-four credit hours during a forty-one week period, which generates a need for the course content to be presented at an accelerated pace. When students attend class, they are exposed to information presented by the instructor or guest speaker that otherwise could only be gained by means of personal experience or on the job training. If students actively attend and participate in a class, they could obtain information that is necessary for testing purposes that may otherwise be unavailable in the textbook or course materials. While attending class, the students are also presented with additional opportunities to practice the skills being taught, build peer support groups, and ask questions as needed for clarification. Although there are instances that prevent students from attending class, optimal academic performance cannot be achieved in the pharmacy technician program without satisfactory classroom attendance and participation.
Purpose of the Study
The purpose of this study is to examine the relationship between classroom attendance and academic performance of students enrolled in the pharmacy technician program at Fortis College. The results of this study could indicate the factors that influence student performance and serve as an informative reminder to instructors. Students and prospective students could also benefit from the findings of this study, due to the fact that they too will be expected to achieve academic success and will need to understand the variables and ways in which their actions influence the educational outcome, and thus their future. Although academic administrative staff members may not be directly involved in the instructional process, it is important that they too realize the importance of classroom attendance so that they can be an integral part of the retention process. This study should also aid them with student counseling.
Significance of the Study
This study will prove to be beneficial to members of academic administrative staff in the post-secondary environment. The findings of the study can be used as a counseling tool, when approached by a student who is experiencing academic difficulty. When a student is struggling, they are likely to be considering withdrawing from the program. In order for the students to receive federal funding, the college must be in compliance with an accrediting agency. Part of the compliance process focuses on the area of student retention. If an academic administrative staff member has the appropriate knowledge to counsel an at risk student, the student is likely to further their education rather than withdrawing. Therefore, the school will succeed in meeting the required standard of the accrediting agency. The findings can also be used by academic administrative staff to evaluate effectiveness of classroom instruction.
The study will also be beneficial to members of the instructional staff at a post-secondary institution. Due to the amount of time spent with students in the classroom setting, instructors could also strongly benefit from understanding the correlation between attendance and academic performance. The results of the study could impact the incorporation of tutoring and academic counseling programs. The knowledge gained can also potentially influence an instructor’s teaching style and the incorporation of techniques that are compatible with the learning styles of the students. When an instructor is capable of maintaining a classroom filled with a large number of students, the program will experience a period of expansion. This type of growth typically generates the opportunity for the enhancement of the educational process.
While reviewing the correlation between classroom attendance and academic performance, current and prospective students will be capable of forming their own opinion of how their actions influence their education. If done properly, this opinion making process can often be beneficial as a maturational tool that the student will use for the duration of their career. It is at this time that the student realizes that it is their responsibility to be in class, which in turn teaches them techniques to use to become a responsible member of society. Students should also realize that attendance is often used, either directly or indirectly, when an instructor determines the final grade awarded in a course.
Definition of Terms
Academic Administration Staff- a branch of university or college employees who are responsible for the maintenance and supervision of the institution and are separate from the instructional faculty. (“Academic administration,” 2009)

Learning style - various approaches or ways of learning that involve educating methods, particular to an individual, that are presumed to allow the individual to learn best. (“Learning styles,” 2009)
Pharmacy Technician - a pharmacy staff member who works under the direct supervision of a licensed pharmacist, and performs many pharmacy-related functions. (“Pharmacy technician,” 2009)
Post-secondary - the general higher education and training that takes place in a university or college that is usually theoretically inclined. (“Higher education,” 2009)

Retention –a statistic that is determined by comparing the total number of enrolled students to the number of students that successfully complete a program of study rather than withdrawing prematurely.

Limitations/Delimitations of the Study
Although there are four campuses located in Alabama, this study will be conducted at the Dothan, Alabama campus of Fortis College. The study will concentrate solely on students enrolled in courses that are directly associated with the pharmacy technician profession. The researcher will study the final averages and class attendance of seventy-five students, while enrolled in each of the six pharmacy technician specialty courses. Although the size of each class and the time of day that instruction takes place may vary, each student has been issued the same course materials and has been educated by the same instructor. Each student is aware that tutoring is available after school if they wish to capitalize on the opportunity to receive supplemental instruction. Each course will meet four days per week and will conclude at the end of five weeks.
Hypothesis
Students that have been in attendance each day, or have only missed one day of a scheduled course, will academically outperform those students that have failed to attend class on a daily basis by being absent 2-4 days. Therefore, when compared to students that do not attend class on a daily basis, the students that have missed only one day of class or have achieved perfect attendance will consistently earn higher final averages in each course. The independent variable will be the amount of time spent in class, which will be recorded by means of daily class attendance. The dependent variable will be academic performance, which will be documented by noting the final averages of students while enrolled in each pharmacy technician course.



















Chapter 2
Review of Literature
A journey begins the moment that the first step is taken. The journey of continuing education is a lifelong journey that has many twists and turns, and ultimately begins the moment that the individual desires to fill a void or meet and surpass expectations. The road that is traveled while fulfilling the educational process will be influenced by variables that are encountered along the way. The variable that is sometimes most influential, which can be the hardest or easiest for the learner to control, is themselves. Student factors encompass the entire individual and entail their past, present, and future mentality and experiences. While it is the responsibility of the instructional staff to encourage, teach, and motivate students, the mentality of the student will strongly shape the intensity level at which learning is pursued. This mentality will influence the amount of time that the student decides to attend class. Class attendance is thought to directly impact test scores, and therefore is significant when determining the final grade that the student wishes to achieve in a post-secondary course.
Desiring Higher Education
In order for someone to appreciate and actively participate in a task, it is highly likely that they will need to view the importance of the task in advance. This glimpse of how the future will be affected tends to serve as motivation to begin the task, even in the area of post-secondary education. “According to the U.S. Census Bureau, individuals with a bachelor’s degree earn about 77 percent more than that of high school graduates and those with a professional degree earn 50 percent more than those with a bachelor’s degree (Swail, Redd, & Perna, 2003, p. 4).” The rate of enrollment at post-secondary institutions has risen considerably over the past twenty years. This increase is attributed to the increased demand for individuals that are highly trained for specific professions (Swail, Redd, & Perna, 2003).
Student factors
Student outcomes are influenced by three major factors: cognitive, institutional, and social. The rate at which a student attends class and succeeds may very well be influenced by both internal and external factors of the student. Cognitive factors are skills that the student has acquired by means of previous educational experiences. These factors may consist of skills such as time management skills, study skills, and the ability to think critically. Institutional factors relate directly to the school in which the student is attending and may encompass student services, financial aid, academic services, and instruction. Social factors such as maturity, attitude, lifestyle, values, and communication skills usually also have a strong impact in determining student outcomes (Swail, Redd, & Perna, 2003).
Astin (1971) posed that there are ways to predict how a student will academically perform during their freshman year of college. When comparing genders, women reportedly earn better grades than men during their freshman year. An academic high school record is the best way to predict the college performance of a student. Statistics demonstrate that a student should expect to achieve lower grades in college than they received in high school. Tests of academic ability may also be predicted by administering tests such as the Scholastic Aptitude Test or the American College Test. In addition to gender, high school performance, and academic tests, the future plans, personality, and background of the student can be helpful in predicting academic performance.
It is important for a student to be an active part of their own educational process. There is a direct link between student involvement and student learning. Many educators realize that the process of student integration into the educational process is not achievable without a great deal of effort put forth by both the student and instructor. Tinto (1987) states that the active involvement of students in their own education “is the natural consequence of the institution’s involvement in the education of its students”. A post-secondary institution must first exhibit a commitment to the students it serves and goals of education, if they desire their students to meet and exceed educational goals. An institution should have five components present if they are concerned about productivity: a strategy for enhancing productivity, a way of setting and measuring goals, effective pedagogy, and institutional support (King, Anderson, & Corrigan, 2003).
Instructional factors
In an article written by Marvin Druger (2003), the job of an educator is to “provide as many enrichment experiences as possible and encourage students to take advantage of them”. If students attend class on a regular basis there is a great chance that an aspect of the class may very well have a lasting effect on their lives. Druger (2003) discusses an instructional technique that he uses in class to intrigue the students to attend. He strives to share experiences with his students that make them think about the topic from a different perspective than ever before. Lifelong learning and the motivation to learn is strongly influenced by experiences that occur in and out of the classroom. The instructor must get the student involved in the subject matter, because the student may not remember the course content, but the memories of the experiences will not fade. Therefore, “being there” is required of the student in order for education and maturation to unfold.
Steven Gump performed a study at a midwestern state university in the fall of 2002 and spring of 2003 that revealed the situations that the students reported would likely motivate class attendance. The study was performed while the students were enrolled in Introduction to Japanese Culture. Three primary responses were shared, when the students were asked what factor influenced their attending class. Eighty-five percent of the students answered that they attend because the instructor and/or the materials were interesting. The second most common response, with sixty-seven percent reporting, was that attendance was considered a major factor in deciding the grade earned in the course. Forty-nine percent reported that they attend class solely because they feel obligated to attend. Gump suggests that class attendance should be encouraged by presenting the material in an intriguing manner, rather than simply mandating or requiring attendance (Gump, 2004).
Achievement and persistence are commonly associated when related to post-secondary education. Students are likely to stay in an environment that they are satisfied and comfortable. An instructor can assist in student persistence by simply expressing interest in their jobs and their students. The educator must demonstrate a commitment to teaching, create a positive learning environment, and show concern for others. This can be done by means of proper planning, recognizing students when achieving academic success, monitoring student progress, tutoring, and by administering learning style inventories, just to name a few (Noel et al.,1985).
Prichard suggests that there are four factors that the college instructor can control in an effort to initiate student motivation: the nature of the task, the reward and goal structure of the classroom, the instructional methods, and the instructor’s behavior. The instructor holds the responsibility for the classroom to run efficiently and effectively. The instructor must consider the physical environment and organization of the classroom and also what support systems are available. The educator must also consider how the educational goals will be attained and create a successful plan and efficient syllabus. Lastly, the instructor must plan for and realize that there will be disruptions in the classroom and decide the techniques to use when dealing with such disruption (Prichard & Sawyer, 1994).
Academic performance vs. class attendance
Randy Moore conducted a study from 2000 – 2002 in a biological science class. A total of 434 first-year students were enrolled. The students were treated as adults and were held responsible for their own choices that included the choice of attending class. The course syllabus stated: “I expect you to prepare for and attend every class. This is important because class attendance is usually a strong indicator of course performance.” The researcher did not grade using a curve, nor were students allowed extra-credit. The grade for the course was based only upon the students’ proven mastery of course content. Each student neither received points for attending nor had points removed for failing to attend class (Moore, 2003, pp. 367-368).
Moore’s study revealed that students that attended no less than 80% of the class earned an A in the course. Students that chose not to attend class did not perform as well as students that attended class sessions. Moore attributes this outcome to the fact that the students that did not attend class, did not study the missed assignment, or attempt to makeup missed assignments. The grades of the students who were absent from class can also be attributed to the fact that they missed class activities and discussions (Moore, 2003).
The data from this study indicates that high grades are associated with high levels of class attendance and low grades are associated with low levels of class attendance. The data also demonstrates that learning is enhanced by class attendance. Although attendance alone does not guarantee good grades, the highest grades in the course were earned by the students that attended the most class sessions. Moore (2003) emphasized that motivation is directly related to academic success and attendance may not be the only factor that explains academic performance. Students that are poorly motivated attend class less often and earn lower grades. However, students that are highly motivated attend class consistently and stay abreast of assignments, which results in an increased level of learning and higher grades.
Steven Gump performed a study among three hundred undergraduate students, in which he analyzed attendance and final grades over a period of four semesters in a class named Introduction to Japanese Culture. The researcher considered a student to be absent unless the student was able to provide proper documentation such as a doctor’s note to excuse the absence. Attendance to a weekly discussion accounted for five percent of the grade; class participation earned another five percent; ten percent came from unannounced quizzes; thirty percent came from essay assignments; and the last fifty percent was made up of two exams. The grading system that was used in determining the final grade was the traditional ten point scale (Gump, 2005).
The data from this study concluded that as absences increase, grades tend to decrease. Typically, the students that did better overall were the students with fewer absences. The researcher mentions that although there is an association between final grade and attendance, other variables must be considered when analyzing the apparent cause and effect relationship. There was a noticeable difference in grades based upon grade level and maturational level, as well as gender. Gump summarized his findings when he quoted F. H.T. Rhodes as stating, “Education is not a spectator sport; it is a transforming encounter. It demands active engagement, not passive submission; personal participation, not listless attendance” (Gump, 2005, p. 24).
Finally, Chen and Lin (2008) used a randomized experimental approach in an effort to find the estimated and actual correlation between attendance and exam performance. The researcher studied 114 students who were enrolled in a course taught by the same instruct but at a time of day that varied by two hours. The students were grouped according to level of the importance placed on attending lectures. The study concluded that when the students frequently attended lectures, exam performance increased by 9.4 to 18.0 percent. It was stated that the benefits of attending lectures increase as the frequency of attendance increases, therefore exemplifying a direct correlation between class attendance and academic performance.


















Chapter 3
Methodology
Methods
A quantitative study will be performed to test the correlation between academic performance, which will be demonstrated by the final grade earned in a class, and classroom attendance. Data will be collected from all pharmacy technician concentrated courses. A statistical analysis of the final grades and absences of pharmacy technician students over a time span of the past twenty four months will then occur. In order to confirm reliability of results, the students will be led by the same instructor and guided by identical syllabi.
Research Questions
As the data are collected, the researcher should consider the following questions:

1. Does the particular course or course content have an impact on attendance or academic performance?
2. Does academic performance or attendance vary according to the time of day that the course is offered?
3. Are there any student factors that influence classroom attendance or academic performance?
4. Do institutional factors influence classroom attendance or academic performance?
5. Are there any additional factors should be considered when gathering data concerning academic performance or classroom attendance?
Population
The population involved in this study will consist of students who have taken pharmacy technician courses at a College in Dothan, Alabama over the past twenty four months. The student population is a diverse population because the students vary significantly in age, race, and socioeconomic status.
Data Collection
The daily attendance records for each of the seven pharmacy technician concentrated courses that have been offered over the past twenty four months will be gathered. The students will be grouped into two groups: students with perfect attendance or have only been absent one day during the course and students that have been absent 2-4 days or more during the course. The researcher will note the time of day that the course was offered, as well as the final grade that each student earned for the individual courses. The grading scale is as follows: 93-100 is an A; 83-92 is a B; 73-82 is a C; and 0-72 is a F.
Ethical Treatment of Human Beings
Due to the identities of each student not being revealed, and the fact that researcher has existing full legal access to the attendance records and final grades earned for each pharmacy technician course, there is no reason for any type of additional consent to be granted.
Instrumentation
Academic performance will be measured by averaging all course work together by using a predetermined formula as noted on each course syllabus.
Data Analysis
The data will be analyzed by using t-tests for attendance and grades for each individual course and Pearson’s r will be used when determining the exact overall correlation between class attendance and academic grade performance. The SPSS statistical program will be used when inputting and analyzing data, in order to provide a clear and accurate representation of results.

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