Relationship of initial class attendance and seating location to academic performance in psychology classes

Abstract

Needs for accountability and cost effectiveness in educational programs were noted, with particular concern for academic performance. Emphasizing the influence of instructor and student expectations, individual and behavioral variables that contribute to assumptions about performance are reviewed. In this study, we evaluated relationships to academic performance of classroom seating location and initial class attendance in psychology classes involving over 200 students at two universities. Based on point-biserial correlations, seating position was unrelated to performance, whereas initial attendance was strongly related. Findings were interpreted in terms of possible instructor or student biases, and several additional variables were suggested for expanded research.