Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes
Oskar Harmon, William Alpert, Archita Banik, James Lambrinos [Atlantic Economic Journal
September 2015, Volume 43, Issue 3, pp 349-361]
At many universities, undergraduate introductory economics courses are taught in large lecture halls. Casual empiricism suggests that rates of student absenteeism are significantly greater in the large lecture format compared to the smaller classroom format. There is also the compounding factor that numerous empirical studies have identified a statistically significant negative relationship between absenteeism and student performance. Using panel data, it is estimated that the average student with less than perfect attendance is better off attending the lecture, but studying from instructor-provided lecture notes can significantly reduce the negative effect of absence on exam performance. Additional estimates of the differential effects of intellectual styles show the notes were the least beneficial for the auditory intellectual style.
Eu poderia ficar horas dissertando sobre possíveis problemas deste estudo, mas prefiro destacar as conclusões.
(…) it is reported that the estimated probability of correctly responding to a final exam question, if the student attended the lecture that covered the subject of the question, is 70.0 % and if the student is absent from the lecture then the probability falls to 53.5 %. (…) The average student with less than perfect attendance is better off attending the lecture, but studying from instructor lecture notes can significantly reduce the negative effect on exam performance.
Há limitações no estudo? Há. Mas é interessante notar que mesmo quando os alunos usam notas de aula dos instrutores, as notas melhoram mas, veja só, não chegam aos níveis das notas de quem não falta à aula.