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Cutting Class Harms Grades
Author(s) -
Taylor III Lewis A.
Publication year - 2012
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/j.1540-4609.2011.00332.x
Subject(s) - class (philosophy) , mathematics education , psychology , population , medical education , computer science , medicine , artificial intelligence , environmental health
An accessible business school population of undergraduate students was investigated in three independent, but related studies to determine effects on grades due to cutting class and failing to take advantage of optional reviews and study quizzes. It was hypothesized that cutting classes harms exam scores, attending preexam reviews helps exam scores, taking optional exam preparation quizzes helps exam scores, and earlier exam scores in the semester predict later exam scores. Using an objective measurement method of actual events and actual exam scores instead of the predominant nonexperimental survey method most often used, it was found that all hypotheses were significant and supported in the predicted direction. Implications for professors and students are provided, revealing that cutting class, missing preexam reviews, and ignoring chapter quizzes effects are real and they matter.