Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

Abstract

A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students’ exam performance progress. Nevertheless, the evidence does not indicate that gender is a factor in determining whether missing classes impedes students’ exam performance progress. Moreover, policy implications are discussed. For faculty, a mandatory attendance policy, daily motivational quiz, and incentive-stimulating attendance strategy are suggested. For school authorities, increasing campus employment opportunities is suggested. For the government, the author suggests that Congress should annually restore the purchasing power of federal grants by increasing the maximum grant awards and lowering federal student loan rates to half of present rates, but restrictions should be added on grant recipients to ensure that better attendance behaviors are achieved.

Keywords:

• attendance policy
• exam performance progress
• incentive-stimulating attendance strategy
• missing classes
• Pell Grant