The relationship between lecture attendance and academic performance in an undergraduate psychology class

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dc.contributor.author Thactcher, A
dc.contributor.author Fridjhon, P
dc.contributor.author Cockcroft, K
dc.date.accessioned 2011-11-15T14:15:49Z
dc.date.available 2011-11-15T14:15:49Z
dc.date.issued 2007
dc.identifier.issn 00812463
dc.identifier.uri http://hdl.handle.net/10539/10803
dc.description.abstract This article reports on a preliminary investigation into the impact of non-attendance at lectures on the performance of students in a second-year psychology class. Results suggest that the frequency of lecture attendance is significantly, but moderately, related to better academic performance and that 'always' attending lectures is the best indicator of academic performance. These results are discussed in relation to understanding lecture non-attendance and improving academic performance en_US
dc.language.iso en en_US
dc.publisher South African Journal of Psychology en_US
dc.subject Academic performance; Lecture attendance; Teaching psychology; Undergraduate psychology classes en_US
dc.title The relationship between lecture attendance and academic performance in an undergraduate psychology class en_US
dc.type Article en_US


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