NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1050736
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1470-3297
Should We Bother Improving Students' Attendance at Seminars?
Gbadamosi, Gbolahan
Innovations in Education and Teaching International, v52 n2 p196-206 2015
This study uses action research intervention to improve students' attendance at seminars. Specifically, the study asks the question: will students' attendance improve if they drive their own learning by running their own seminars? Records of lecture and seminar attendance at a module and comparative ones were used. Focus group interviews provided additional feedback, with students in support of student-led seminars. Students identified running their own seminars as beneficial, but suggested some modifications. Findings also revealed that, relative to comparable modules, seminar attendance on this module was improved. Moreover, attendance at seminars, but not at lectures, was significantly correlated with and a significant predictor of academic performance. The article highlights ideas for future research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A