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

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dc.contributor.authorThactcher, A
dc.contributor.authorFridjhon, P
dc.contributor.authorCockcroft, K
dc.date.accessioned2011-11-15T14:15:49Z
dc.date.available2011-11-15T14:15:49Z
dc.date.issued2007
dc.description.abstractThis 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 performanceen_US
dc.identifier.issn00812463
dc.identifier.urihttp://hdl.handle.net/10539/10803
dc.language.isoenen_US
dc.publisherSouth African Journal of Psychologyen_US
dc.subjectAcademic performance; Lecture attendance; Teaching psychology; Undergraduate psychology classesen_US
dc.titleThe relationship between lecture attendance and academic performance in an undergraduate psychology classen_US
dc.typeArticleen_US
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