جستجوی مقالات مرتبط با کلیدواژه "attendance" در نشریات گروه "پزشکی"

Concentration is relative, and it can be improved and strengthened by changing some of the existing factors, and students’ active participation due to positive interaction with professors, in addition to motivation, leads to more concentration and better learning.

The present study aimed to determine the factors affecting concentration and attendance in the classroom from students’ perspective.

This cross-sectional study was performed in 2018. A total of 300 students were selected by quota sampling, and completed a three-part questionnaire including demographic characteristics, factors affecting concentration in the classroom and factors affecting attendance in the classroom. Data were analyzed using descriptive statistics, Spearman correlation coefficient in SPSS.

From the viewpoint of 81.7% of female students, “sufficient information and knowledge of the professor on the subject matter” (mean: 4.40±0.63) in the domain of the factors related to the professor, “drowsiness in the classroom” (mean: 4.31±0.78) in the domain of factors related to the students and “the presence of noise pollution” (mean: 4.31 ± 0.78) in the area of environmental factors played the most important roles among the factors influencing concentration. “Mastery of the professor on the content” (mean: 4.52 ± 0.71) and “participation in the class as a duty” (mean: 3.52 ± 1.12) played the most and least important roles among the factors affecting attendance in classrooms, respectively.

According to the study results, capabilities of professors in attending to students’ status are important for the creation of concentration and motivation in students to attend classrooms.

The aim of this study was to assess the impact of lecture attendance on the academic performance of 3rd BDS students at the DMIMS-U, Sawangi (M), Wardha. This project investigated and correlated the difference between faculty and student perceptions regarding attendance and final performance, including factors thought to influence student attendance.

Participants from a single university were included in the present retrospective observational study. The study was conducted in April 2016; 77 3rd BDS students (2012 Batch) and teaching staff of SPDC willing to voluntarily participate were included and divided into two groups such as Group A and Group B. Student and faculty perceptions were obtained using Likert scale having 15 closed-ended and 3 open-ended questions. Questioner was made related to factors affecting the attendance in class, type of source available for study, awareness about topic, and faculty approach. Comparison between perception of students and faculty regarding attendance and final performance was done using Mann–Whitney U-test. P < 0.05 was considered statistically significant.

Quantitative analyses revealed significant differences between faculty and student perceptions on most of the project variables. Qualitative analyses reinforced those findings and suggested that faculty misunderstood what factors actually influence student attendance. The results suggest that there is a substantial disconnect between faculty and student perceptions regarding the importance of class attendance and highlighted areas for faculty to influence student attendance.

Motivation is the major factor causing students to attend the lectures. Unfortunately, not all students are motivated to study and learn. New styles of teaching may need to be looked into. This needs to be further investigated on large sample size.