Journal of Personnel Evaluation in Education

, Volume 18, Issue 2, pp 127–138

Understanding Student Evaluations of Teaching Quality: The Contributions of Class Attendance


DOI: 10.1007/s11092-006-9002-7

Cite this article as:
Burns, S.M. & Ludlow, L.H. J Pers Eval Educ (2005) 18: 127. doi:10.1007/s11092-006-9002-7


Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality.


class attendance institutional policy class size teaching quality 

Copyright information

© Springer Science + Business Media, LLC 2006

Authors and Affiliations

  1. 1.Boston CollegeChestnut HillUSA
  2. 2.BrooklineUSA

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