Towards improving students’ attendance and quality of undergraduate tutorials: a case study on law

Abstract

As part of continual efforts towards improving learning and teaching in the faculty, lecturers in the law faculty of the University of the West of England (UWE), Bristol debated the question of students’ attendance and quality of tutorials in a recent email discussion amongst themselves. At the end of the debate the need for further research on the subject was highlighted, which initially spurred the research subsequently developed into this journal article. The article explores, through a discursive and comparative analysis of questionnaire responses, how to improve students’ attendance and quality of undergraduate law tutorials. The analysis is equally relevant for other courses in which tutorials are employed as a mode of learning and teaching.

Acknowledgments

The author acknowledges the very useful comments of Mrs Berni Bell on initial drafts of this article and thanks her for discussing her findings from a similar study on first year law students, which she conducted as a follow-up to my own study.