Why Do Students Miss Lectures

Lectures delivered to large groups of students, create difficulties to lecturers and at the same time open the way to absenteeism amongst students.  Undergraduate nursing students at the college of nursing at Minia University should attend a minimum of 75% of each course credit hours for all nursing courses. Traditionally, nursing students’ attendance was monitored quite closely.

In addition, the study results indicated that many nursing students reported that the most common contributory reasons for their absenteeism were related to content factor such as “no explanation about the importance of attending full hours as training requirements, and no clari- fication of course outlines”. This study result was in the line with Bati who identified that the main factors affecting student attendance include mandatories of lectures, whether the lecture notes prepared and materials presented are ade- quate for the learning process, lecturer-lecture-student qual- ity, the scope and difficulty of the subject, the possibility of learning about the same subject outside lectures, stress, time management and the difficulty of travelling to the university site.Additionally, to ensure academic achievement and future employability, nursing students’ attendance during lec- ture, laboratory and practical sessions are critical and were strongly associated with their achievement.
This study result was in the line with Bati who identified that the main factors affecting student attendance include mandatories of lectures, whether the lecture notes prepared and materials presented are ade- quate for the learning process, lecturer-lecture-student qual- ity, the scope and difficulty of the subject, the possibility of learning about the same subject outside lectures, stress, time management and the difficulty of travelling to the university site.  Additionally, to ensure academic achievement and future employability, nursing students’ attendance during lec- ture, laboratory and practical sessions are critical and were strongly associated with their achievement.  The study results showed that the participating students re- ported absenteeism reasons related to learning factor as “poor discipline from the Faculty of Nursing, coming late during lesson presentations, I am lazy doing the work, and when the lecturer is absent”.

 This result of the study was same in the line with Bati who recognized that the main factors affecting student attendance incorporate work over-burdening in the clinical area, regardless of whether they are not set up for the lecture, notes are not arranged and materials displayed are satisfactory for the learning procedure, lecturer-lecture- student quality, the degree and trouble of the subject, the likelihood of finding about a similar subject outside lectures, stress, time management and the trouble of travelling to the university site.Furthermore, the study results shown that absenteeism reasons were identified with assessment factor such as “I am supposed to demonstrate the procedure”, when I supposed to feedback evaluation”, and OSCE day”. The same results are same in the line with Sabio, who anticipated that evaluations and tests really diminished inspiration and increase the likelihoods for student to fail or leave college right on time, in spite of the plan.
Credé et al. called for more research into this area and specifically into the individual differences that influence students’ attendance. More recent investigations of the role of attendance in specific educational contexts, such as studying for professional careers like medicine or language-learning courses  have pointed out the particularly important role of attendance for knowledge acquisition in these specialist areas. Both the broad role of attendance within course achievement and its particular importance in specific domains of study entreats further research into the individual differences which influence students’ decisions not to attend lectures.

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