A correlation between attendance and grades in a first-year psychology class.

A correlational analysis of attendance records and grades in a firsl-ycar psychology class was performed. Subjects were informed that the attendance records would not affect their grades in the course. A correlation between attendance and filial grades in the course yielded r = .66, p < .01. Most psychology professors will teach a firstyear psychology course at some point in their careers. Most, if not all, will find that attendance is a more serious problem in this course than in any other they ever teach. There are many potential Factors producing this result, some of which cannot be overcome. For example, assume thai, students put greater ciTort into courses in the realm of their intended major. First-year psychology, or any first-year course, has a greater propot lion of students for which the material is outside their intended major as compared to upperyear courses. This problem is inherent in the structure of university programmes. Someone who intends to major in economics can probably only take one introductory economics course in first year. Indeed, most fields of study arc structured this way with the intention that students receive a broad education, as well as a general overview of their intended area of study. This is clearly a worthwhile approach; however, it also means first-year courses have many students whose interests lie elsewhere. Research has revealed significant relationships between attendance and grades (GusCanariiaii Psychology/Psychologic ranariifiiiic, 34:2 sell, 1976; Jones, 1984; Street, 1975; Vidler, 198)Buckalew, Daly and Cofficld (1986) correlated initial class attendance of undergraduates to final grades and found a significant correlation ol r = .31. They concluded that initial attendance is a lair predictor of future academic performance. The present paper offers a correlational analysis of the relationship between attendance during the second semester of a twoseinc.sl.er first-year psychology course and final grades in the course. The implications of this study were obvious: A non-significant relationship would suggest thai restructuring of the course was necessary because the course itself was not offering the students any knowledge that a thorough reading of the textbook could not impart; a positive relationship would provide information to students as to the relevance of attendance, which may be important to them when making their own scheduling decisions.