Abstract
Examination performance of first-year biological sciences undergraduates ( n = 152) was found to be statistically significantly ( p < 0.0005) correlated with lecture attendance. This correlation was particularly strong for non-Anglophone and UK ethnic minority students ( r = 0.603), compared to white UK students ( r = 0.276). On the basis of this we suggest that lectures are an important contribution to equal opportunities in undergraduate courses.
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