What is behind class attendance in college economics courses?
Qihui Chen () and
Applied Economics Letters, 2014, vol. 21, issue 6, 433-437
How class attendance influences students' performance remains unclear. Specifically, do students learn more in class if they attend more classes, or does class attendance create incentives for students to study harder outside class ? To better understand this relationship, we designed an attendance policy in an economics course that does not significantly change students' attendance rates. Students who scored below a cut-off on the midterm exam were required to attend subsequent class lectures even though attendance had been implicitly made mandatory for all students, accounting for 10% of the course grade. Our regression discontinuity analysis suggests that our attendance policy significantly improved students' performance on the final exam, even though it had minimal impacts on their attendance rates. We also found that the policy worked via inducing students to reallocate their time spent studying other courses outside class to economics.
References: Add references at CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:taf:apeclt:v:21:y:2014:i:6:p:433-437
Ordering information: This journal article can be ordered from
Access Statistics for this article
Applied Economics Letters is currently edited by Anita Phillips
More articles in Applied Economics Letters from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().