Influences leading to skipping class Many researchers agree on the notion that there is some sort of correlation that exists between the student’s overall class performance and his/her regular attendance of class and the interaction within the class meeting. Several research studies were conducted in a few higher education institutes to answer the question of what drives the students to decide to not attend a class meeting? (Persky, Persky, Kirwin, Marasco, & May)have decided to conduct a research study in an attempt to determine and investigate what factors and perceptions of both the students and the faculty in US schools of Pharmacy influence class attendance. The authors aimed to achieve two goals in their study; what are the top factors
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According to (Cortright et al., 2015), the authors’ hypothesis is established in their suggestion of application of a development strategy to the students’ intellect, which will touch the intrinsic motivation and the class performance of the students as a result. The authors propose that the cases in which students whom have low intellectual development tend to have low intrinsic motivation and low class performance, on the other hand the cases in which students with high intellectual development tend to have higher intrinsic motivation and class performance.
Intellectual development is displayed as how the students view and create assumptions on what the nature of knowledge and learning is; the definition of Epistemological Beliefs and intellectual development. The authors describe the students that have low intellectual development to be typically the ones with the immature views for knowledge that it is simple, absolute, and certain. And they describe the students that have high intellectual development to be the ones with more mature beliefs of knowledge as complex, tentative, and …show more content…
The hypothesis is supported for the female students; having the belief that knowledge is complex and evolving gave higher intrinsic motivation and class performance. However, male students having naïve beliefs of knowledge as it being simple, and certain, showed higher levels of intrinsic motivation and class performance. The study concludes that the sex of the student takes part in the effect of intellectual development on intrinsic motivation. (Cortright et al., 2015)
One of the “Letters to the Editor” in the journal of the American Osteopathic Association is published under the title “Challenges of Teaching Live and Distance Audiences Simultaneously.” The letter suggests that even though the existence of technological innovations to allow the faculty to teach in multiple locations, still some challenges are present. The letter named four interrelated challenges as follows: Classroom Attendance, Learner-Centered Education, Videoconference Teaching, and Faculty Development.(Davis &
According to (Cortright et al., 2015), the authors’ hypothesis is established in their suggestion of application of a development strategy to the students’ intellect, which will touch the intrinsic motivation and the class performance of the students as a result. The authors propose that the cases in which students whom have low intellectual development tend to have low intrinsic motivation and low class performance, on the other hand the cases in which students with high intellectual development tend to have higher intrinsic motivation and class performance.
Intellectual development is displayed as how the students view and create assumptions on what the nature of knowledge and learning is; the definition of Epistemological Beliefs and intellectual development. The authors describe the students that have low intellectual development to be typically the ones with the immature views for knowledge that it is simple, absolute, and certain. And they describe the students that have high intellectual development to be the ones with more mature beliefs of knowledge as complex, tentative, and …show more content…
The hypothesis is supported for the female students; having the belief that knowledge is complex and evolving gave higher intrinsic motivation and class performance. However, male students having naïve beliefs of knowledge as it being simple, and certain, showed higher levels of intrinsic motivation and class performance. The study concludes that the sex of the student takes part in the effect of intellectual development on intrinsic motivation. (Cortright et al., 2015)
One of the “Letters to the Editor” in the journal of the American Osteopathic Association is published under the title “Challenges of Teaching Live and Distance Audiences Simultaneously.” The letter suggests that even though the existence of technological innovations to allow the faculty to teach in multiple locations, still some challenges are present. The letter named four interrelated challenges as follows: Classroom Attendance, Learner-Centered Education, Videoconference Teaching, and Faculty Development.(Davis &