Classroom Interaction in Taiwan: Does Taking Attendance Matter?

• In Event: Roundtable Session 38
  In Roundtable Session: Classroom Experiences and College Outcomes

Abstract

Generally, there are three levels of attendance taking practiced in higher education: consistently, occasionally, and never. This study investigates the effects of the types of attendance policy on the student perceptions of classroom interaction by examining a random sample of university students in Taiwan. Students in the never policy class indicate a significantly higher score on Peer Pressure than those in the occasional policy class. Students in the consistent policy class show higher scores on Class Participation and Learning Comprehension than those in the never policy class. Students in classes with the occasional policy report a higher score on Teacher Supportiveness and Approachability than those in classes with the never policy.

Authors

• Te-Sheng Chang, National Dong Hwa University

• Tsai-Wei Wang, National Dong Hwa University

• Chia-Sheng You, National Dong Hwa University

• Hsiu-Wen Huang, National Haulien University of Education