Gender differences in undergraduate attendance rates

By Ruth Woodfield, D. Jessop, L. McMillan. 2006

158 citations recorded by the source corpus.

Research on students’ attendance rates has focused mainly on the effects of personality variables and cognitive ability, rather than on the impact on degree outcomes. More specifically, there is scant information relating to the question of whether male and female undergraduate students have differential practices in relation to attendance, whether any such differences are significant or not in terms of eventual outcomes for undergraduates, and on why such differences might occur. The results of two studies conducted at the University of Sussex are presented and discussed in this article. The importance of attendance in determining final degree outcome is confirmed in these studies; indeed the rate at which a student attends emerges as the strongest predictor of degree outcome amongst a number of variables examined. The existence of differential attendance rates between male and female students is also confirmed. The results provide a context within which a range of possible underlying reasons for gender differences in this regard can be explored.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/02b2a635a3d18e51f436db662af49ea9d1f74769

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Takeda
2. Fabian Homberg
3. Masha Smallhorn

Citations in the corpus

• A large‐scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system (2008, background): “A study by Woodfield, Jessop, and McMillan ( 2006 ) revealed that men are more likely to be absent from classes than women, with the worst offenders being males with the highest levels of prior academic achievement.”
• Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS) (2012, unknown): “…to learning behaviours and educational discourses (Smith, 2004), are more likely to conform and be conscientious (Chapman, 1996; Rudd, 1984), have higher attendance rates (Woodfield, Jessop & McMillan, 2006) and, as a result, enjoy a more collaborative connected learning environment (Blum, 1999).”
• The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, background): “…ratings suggest support for the previous studies’ findings that boys/male students display a tendency to be less committed to their school/course work (Tinklin, 2003; Woodfield et al., 2006) and less co-operative in groups, being less of team players (Bernard, 1997; Warrington et al., 2000).”