Date of Conferral

2018

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Christian Teeter

Abstract

Several studies posit a positive relationship between class attendance and student performance. Grades for students enrolled in Introduction to Management during the fall 2015 semester at a community college in Jamaica revealed that evening students on

average scored a grade higher than students enrolled in the day sections. Lecturers noted day students missed more classes than evening students but the relationship between attendance and performance was not known. The purpose of this correlational study was

to determine the relationship between attendance and performance, measured by grades. Guided by Knowles's theory that adults are self-directed, this study was designed to explore the relationship between attendance and performance for first year day (n=99)

and evening students (n=40). Pearson's Correlation was used to assess the correlation between students attendance and performance regardless of their attendance status. Additionally, independent t tests were used to compare the means of day and evening

students' attendance and performance variables. Findings revealed that attendance and performance were significantly positively associated. Further, findings indicated that there were significant differences in the mean performance and mean attendance

variables between day and evening students. Students with partial matriculation attended fewer classes and performed poorer than students with full matriculation. To address the results, a policy recommendation was developed to provide guidance on attendance in the local setting. The study contributes to social change by offering an approach to class attendance as a means to improve students' grades.

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