Class Attendance Research Articles

What Do Antenatal Women Want From Their Antenatal Education? A National Survey.

Antenatal education (ANE) equips pregnant women with knowledge and skills for pregnancy, birth, and the postnatal period. It should facilitate preparation for the whole spectrum of the maternal journey and empower women to make informed decisions. This study aimed to explore the antenatal education needs and preferences of women who are currently pregnant or planning a pregnancy. A UK wide cross-sectional survey was conducted (September 2019 to July 2020), recruiting women living in the UK, above 16, who were currently pregnant or planning a pregnancy. The survey gathered demographic information, details of current or planned class attendance, preferred ANE providers and desired skills and information. Quantitative data were analysed descriptively, and free-text responses underwent thematic analysis. Of 553 participants included in the analyses, 77% preferred free National Health Service (NHS) classes and 60% planned to attend multiple class types, including paid options. Participants valued practical skills, particularly for labour and the postpartum period, and actively sought perinatal social networks. Multiparous women were less likely to attend classes, citing prior experience or practical barriers. Despite high interest in NHS classes, regional variations in availability and limited accessibility were noted. NHS antenatal classes are a trusted source of ANE, forming a core element of many women's antenatal journey. However, inconsistent provision highlights the need for a standardised, comprehensive curriculum. Flexible delivery models and tailored content are crucial to address diverse needs, particularly for multiparous women and underrepresented groups. Enhanced accessibility could reduce inequalities in ANE provision and improve maternal outcomes.

Implement of an Automatic Class Attendance in All System using CNN-based Face Recognition

This era is a combination of modern and new technology. In this combination, many traditional problems are being solved. To solve these problems, the problems have been solved by using new technologies. Attending educational institutions has become an essential part of daily life but this work takes a lot of time, which causes a lot of trouble in the office and in such institutions, and where there are more workers, this problem increases even more and makes the person tired. Manually Biometric Present System is costly requirement for fingerprint recognition through voice and iris where as hardware support and auto present system recognition is done using face this feature is another biometric which can solve everything this time and Date also mentions which represents facial development Face Recognition and Attendance Entry Data Set Training which includes data entry with conversational technician This system can be used for daily attendance recording .It can achieve an average recognition accuracy of around 95%. The system can detect and identify faces of multiple individuals. Likes can also be recorded from the video stream, thereby avoiding human hassles and risks.

Analysis of existing mathematical models for assessing the competencies of higher education students

Objective. The purpose of the work is to determine the features of mathematical models for implementing the competence-based assessment approach. It is necessary to identify which parameters are appropriate to use in the mathematical model, the methodology for their determination, and at what stage the final assessment of competencies is formed. Method. The study is based on the theoretical and information analysis of mathematical models for assessing competencies. Result. The development of a mathematical model for assessing competencies requires taking into account factors, including the labor intensity of the academic discipline, class attendance, participation in Olympiads, conferences, etc. It has been established that competence assessment does not always depend on only one area of knowledge, but is interdisciplinary and includes not only knowledge, abilities and skills, but takes into account the influence of the social, information and intellectual environment. The study showed the prospects of applying the theory of latent variables. Conclusion. The scientific review allows developing a new mathematical model for the competence-based approach to mastering the curriculum. To modernize the competence-based approach, it is necessary to collect information on the extracurricular activities of the student. The result of the competency assessment will be a competency map, formed during the semester or course.

Students’ Agency in a Foreign Language Policy in Colombian Higher Education

This qualitative ethnographic study investigates students’ agency of a language policy in a Colombian public university. Participants were 85 undergraduate students, and data collection involved document analysis, non-participatory observation, a questionnaire, and a portfolio. Three categories emerged from the analysis: acceptance, rejection, and ignoring. Regarding acceptance, the findings suggest that some students agreed with including English in the curriculum. Some other students expressed rejection related to the English class, the methodology, the evaluation proposal, and the course material. Other students ignored elements regarding their own role in the program, extra-class activities, and participation and attendance in class. Conclusions indicate that students are not passive recipients of language policies because they exercise agency differently at the micro level.

Team-Based Learning in a Senior-Level Forensic Chemistry Course: Team Gains, Contribution to Individual Achievement, and Students’ Feelings

Despite intensive practices and promising reports on Team-Based Learning (TBL), three issues remain questionable: its contribution to overall academic performance, the team’s gain relative to individual members’ scores, and how students of different achievement levels perceive their academic gains. This mixed-methods research examines team gains, individual achievement on final examinations, and students’ feelings using data from individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), peer evaluations, class attendance, GPA, final examinations, interviews, and student perceptions of instruction. Quantitative data were analyzed using basic statistics and multiple regressions, while qualitative data were examined through inductive thematic analysis. Results indicated that all teams outperformed their highest-scoring members, suggesting higher achievers still benefited from TBL. Additionally, iRATs and class attendance positively impacted final examination performance, whereas tRATs had a negative impact. Peer evaluations and GPA did not significantly affect final examination performance. The thematic analysis revealed similar perceptions of gains among students, despite some challenges and frustrations.

The segmental-based approach during anatomy coursework presents better results than the systems-based approach.

Traditionally, there are two pedagogical approaches to teaching human anatomy. The first is the systems-based approach (study of body systems - bones, muscles, organs - separately) gross anatomy courses and the second is the segmental-based approach (study of body segments - upper and lower limbs and trunk - separately); both are highly recommended. However, to the best of our knowledge, less is known about academic performance comparing the two approaches. Thus, in this study, we evaluate undergraduate students' academic performance in human anatomy courses using systems- or segmental approaches, also, evaluate attendance, the impact of missing class on performance, the course evaluations (specific to the professor) and the student perceptions of the different coursework. The final grade and class attendance of 141 undergraduate students, from the sports and exercise science program, undertaking the anatomy course, were evaluated. Seventy students participated in the systems-based gross human anatomy approach (SYS), and 71 students participated in the segmental-based gross human anatomy approach (SEG). Students in SEG (median [interquartile range (IQR]: 7.3 [2.0]) performed better academically, with higher final grades (U = 1,804.5, p = 0.005; rB = 0.274 [95% confidence interval (CI): 0.09-0.44]; medium effect) than SYS (median [IQR]: 6.6 [1.6]). SEG had higher class attendance (median [IQR]: 60 [8]) than SYS (median [IQR]: 60 [7]; U = 1,919.5, p = 0.015; rB = 0.228 [95%CI: 0.040-0.399]; small effect). Students in SEG rated the professor's performance more highly than SYS (U = 78.0, p = 0.001; rB = 0.616 [95%CI: 0.332-0.797]; large effect). The segmental-based gross human anatomy approach leads to better academic performance and higher attendance in the gross anatomy course than SYS.

Influence of Classroom Dynamics on Students’ Academic Performance in Day Secondary Schools in Mwingi East Sub County, Kitui County, Kenya

The study aimed to investigate the influence of classroom dynamics on student academic performance in day secondary schools in Mwangi East Sub-County, Kitui County, Kenya. The objectives of the study were: To evaluate the influence of class size on academic performance, To examine the influence of school rules and regulations, To assess the influence of parental involvement in school activities and To examine the influence of teacher's class supervision on academic performance. Goal-Centered Theory (GCT) was used to explain the dynamics of learning. The target population of the study was 2280. 341 responses were obtained using Slovin sample formulae. The random sampling method was used to select schools, while the stratified sampling method was used to select the sample size from principals, class teachers and students from selected secondary schools. Data collection was done using questionnaires, interview schedules and observations. Validity and reliability of Research Instruments were conducted to ascertain the internal consistency and legitimacy of the research instruments. Data analysis was done using SPSS (version 25). Analyzed data was presented in the form of frequency tables, percentages, graphs and charts. The researcher found that on the first objective, the test of hypothesis r-calculated value of 4.88 was greater than the R-critical value of 2.17 at a p-value ~ 0.05, and the null hypothesis was rejected. On the second objective, the test of hypothesis r-calculated value of 4.88 is greater than the R-critical of value 2.17 at p-value ~ 0.05, and the null hypothesis was rejected. On the third objective, the test of hypothesis r-calculated value of 4.11 is greater than the R-critical of value 3.1 at p-value ~ 0.05, and the null hypothesis was rejected. Lastly, on the fourth objective, the test of hypothesis r-calculated value of 5.2 was greater than the R-critical of value 4.2 at p-value ~ 0.05, and the null hypothesis was rejected. The study concluded that there was evidence of reduced class time for syllabus completion for teachers and low mastery of contents due to pressed instructional time. Rules and instructions in the classroom environment help to improve the class learning procedures, as evidenced by the respondent responses. Timely class attendance was paramount for students' academic performances. Interactive demonstrations for problem-solving techniques were used by selected teachers, thus making teachers have different opinions, and there have been high records of insufficient learning materials that resulted in poor class management and attributed to the contribution of poor performance. The researcher recommended that teachers learn different methods of managing class sizes. Headteachers and teachers should coordinate in drafting and enforcing school rules and regulations, and every teacher should have working strategies that promote class integration.

Perceptions of English Language Teacher Effectiveness: Insights from Students and Teachers at a Private Egyptian University

Several scholars have examined teacher effectiveness over the last few decades. However, much less research has been conducted on the effectiveness of English language teachers in non-Western higher education institutions. The current study compares Egyptian university students’ and teachers’ perceptions regarding the effectiveness of English language teachers. Data were collected from 162 students and 41 teachers using Moafian et al.’s (2019) questionnaire which consisted of 45 items classified into 7 categories. The results showed that the participants highly valued the teachers’ ability to provide attention to all. This was followed by class attendance, care and enthusiasm, morality, teaching boosters and teacher accountability respectively. The least ranked category was evaluation. The results also showed no significant differences between the students’ and the teachers’ perceptions as both shared similar views about the characteristics that constitute English language teacher effectiveness. The study is expected to provide suggestions to improve the understanding of the construct of the English language teacher effectiveness among teachers and students in Egypt. The study also proposes a number of relevant directions for future research.

Immigrant student identities and classroom engagement

ABSTRACT Immigrant students bring to school multiple identities, shaped by language exposure at home and in school. The present study examined the relationship between the multiple identities of 264 immigrant students’ and their classroom engagement. Participants from French (n = 105), Russian (n = 63), English (n = 55) and Kuki (n = 41) speaking backgrounds in elementary, middle and high schools rated their current, preferred and future Israeli and heritage identities. Five identity clusters emerged: Strong Israeli (n = 27), Future Israeli (n = 43), Bicultural (n = 96), Current home (n = 49) and Strong home identity (n = 49). No differences were found among immigrant groups in terms of the identity cluster they fall under except for Kuki-Hebrew immigrants. Classroom engagement as measured by class attendance, participation, textbook use and assignment submission differed for the different identity clusters. Bicultural and Future Israeli identity clusters showed the highest engagement levels. Furthermore, younger students who opted for Current home identity exhibited the lowest engagement levels. The discussion argues for a multiple identities approach, challenging the conventional Home-School dichotomy used to study identity. This approach proposes using pedagogical approaches, such as translanguaging, to foster a sense of belonging and promote achievement among immigrant students by acknowledging their diverse linguistic and cultural backgrounds.

Exploring the Idea of Task in the Context of the Young Language Learner Classroom

Originating in adult education, the approach of task‐based language teaching (TBLT) has been promoted in young language learner (YLL) education. However, its application often encounters challenges due to varying interpretations of what constitutes a “task.” Previous research has repeatedly highlighted gaps in teachers' understanding of tasks, often reducing them to mere exercises rather than opportunities for genuine communication. A potential issue could be that some of the criteria of a task as defined in the literature that focuses on adult second/foreign language (L2) learners do not necessarily apply or may need to be modified in YLL education. For example, tasks have traditionally been defined as having “authenticity,” but this may vary, as YLLs are often engaged in play and driven by imagination. Additionally, for children, school represents their “real world,” so their concept of an “authentic” task may differ from that of adult L2 learners, who may be attending classes to improve workplace skills. In this study, we aimed to explore the concept of task in the context of teaching an additional language to YLLs in primary education. Utilizing a Delphi method, 16 well‐known experts who work at the intersection of applied linguistics, TBLT, and YLLs participated in three rounds of data collection via email. After providing written definitions of a task and its characteristics in the YLL classroom in Round 1, the experts rated each other's definitions on a 4‐point Likert scale and provided comments on the definitions in two subsequent rounds. Additionally, we conducted follow‐up interviews with a subsample of the participants (n = 6) relative to a particular task characteristic: “authenticity.” Using both quantitative and qualitative analyses, we identified key aspects from the data, including task characteristics, learner considerations, and implementation details. Findings showed a distinction between “activity” and “task,” with the latter being understood as featuring certain characteristics. Accordingly, a task in the YLL classroom has a goal orientation, an orientation to meaning rather than linguistic form, a need for YLLs to use their L2 repertoire, a type of information gap, and a real‐life connection. While largely congruent with the concept of task in the L2 adult literature, the experts particularly highlighted a learner‐oriented approach to tasks that stresses cognitive, social‐emotional, and affective development of YLLs. In particular, experts highlighted the significance of imagination as part of children's authentic world. Thus an “authentic” task for adults may reference a “real‐world” domain, whereas an authentic task for YLLs may reference an imaginary one. We discuss the findings and emphasize that the concept of task in YLL education should be broadened to include aspects of imaginary worlds and make‐believe.

Elementary school enrollment after ACTH therapy for patients with infantile epileptic spasms syndrome.

Infantile epileptic spasms syndrome (IESS) often has a severe neurodevelopmental prognosis. However, few studies have examined the aspect of elementary school enrollment. This study evaluated elementary school enrollment after adrenocorticotropic hormone (ACTH) therapy in patients with IESS. We retrospectively evaluated the elementary school enrollment of patients with IESS who were administered ACTH at the Saitama Children's Medical Center between January 1993 and August 2024. We evaluated elementary school enrollment, seizure outcomes, motor development, and intellectual development at the time of school enrollment in the ACTH responder and nonresponder groups. Response was defined as complete remission of epileptic spasms and no other seizure occurrence from ACTH administration initiation until the age of 6 years. In total, 116 patients (62 male) were included in this study. The median age at IESS onset was 5 (range, 0-24) months. Twenty-seven patients (23.3 %) maintained complete remission of epileptic spasms from ACTH initiation to elementary school enrollment. The responder group had a significantly higher rate of regular class attendance (48.1 %) and exhibited normal intelligence or developmental quotient (33.3 %) compared with the nonresponder group (p < 0.01 and p < 0.01, respectively). Patients with an unknown etiology were more likely to attend regular classes (37.5 %). The median age of the last hospital visit was 13 (6.0-24.4) years. Lennox-Gastaut syndrome was diagnosed in 5.2 % (6/116) of patients at the last visit. Our findings can help pediatricians predict elementary school enrollment and neurodevelopmental outcomes in patients with IESS receiving ACTH therapy.

Prestasi Mahasiswa Berstatus Nikah pada Masa Studi di Universitas Islam Sumatera Utara

This study aims to explore the motivations, impacts, and academic achievements of students who marry while pursuing their studies at the Universitas Islam Sumatera Utara. The research uses a qualitative approach with data collection through interviews, observations, and documentation. Primary data was obtained from interviews with five students who married during their studies, while secondary data was gathered from relevant literature and journals. The findings reveal that the main motivations for students to marry during their studies are to avoid zina (adultery), uphold religious commitments, and prepare for family life. The impact of marriage includes difficulties in balancing study time with household responsibilities, but students report receiving positive emotional support from their spouses. On the other hand, some students face challenges in completing their studies on time and experience disagreements with their spouses. Their academic achievements vary, with some students graduating on time, although there were delays in thesis work and class attendance. This study provides insights into the challenges and opportunities faced by married students, as well as the importance of social support and effective communication with spouses to overcome these obstacles.

Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda

Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, class attendance of girls from P.4 to P.7 and the relationship between the physical menstrual hygiene management facilities and class attendance of girls in primary schools. The paper was constructed from secondary datasets from the Eighth Uwezo Learning Assessment. A total of 954 schools were enlisted for the study. Data analysis involved descriptive statistics and spearman rank correlation. Based on the findings, the study argues that promotion of girl child education through provision of WASH facilities unveiled both challenges and successful stories. While private rooms and functional hand washing facilities were limited in numbers, and in some cases not available at all, separate latrine stances were largely available. There were remarkable differences in the average girls’ attendance across regions and classes. Due to diverse relationships between menstrual hygiene facilities and class attendance, the study concludes that enhanced WASH facilities promote girls’ attendance while inadequate facilities hinder the attendance. The study recommends that the Ministry of Education and Sports should prioritize provision of adequate WASH facilities in primary schools. In addition, the government should ensure that interventions from development and/or education partners maximize the provision of quality WASH facilities for enhanced girls’ school attendance.

Teachers' and Student's Perception on Shadow Education in Mathematics Learning

The title of this study was Teachers and Students Perceptions of Shadow Education in Mathematics learning. This study aims to cover the perceptions of teachers and students regarding shadow education. A qualitative research design specifically using narrative interviews, was employed in this study. The main tools of this study were interview and focus group discussion. The primary data source of this study were two community schools and mathematics teachers. Two students and one Teacher from each of the two schools were selected based on purposive sampling . After collecting the data themes were generated through coding. Both positive and negative perception were observed among teachers and students. A positive expectation was that coaching class would enhance students achievements while negative expectation was that regular class attendance might decrease. An improvements in teachers’ economics situations was a positive aspects. Shadow education was also seen to increase students self confidence and enhance use of materials when solving mathematical problem, which were considered beneficial aspects.

A Shift from Teacher-centric Method to Inquiry-based Coaching in Learning English as a Second Language

For more than two years, the Covid-19 pandemic hit the country’s education and academic set-up had to change overnight with the sudden lockdown imposed not only all over the country but of the world. With a dynamic shift from physically going to educational institutions to attending classes virtually, students and teachers faced a tough time with virtual trends in education. Shifting from teacher-centric approach to a more unconventional way of teaching made it difficult for everyone to adopt and adapt (Rodricks, 2021). While jumping into a new mode of teaching with almost no preparation seemed not easy but teachers did not back down. The educators made it a point to ensure no student was left behind, came up with methods to teach and retain students’ attention. Whether teaching was in school, teaching from home, or adopting a blended approach, teachers have had commitment to helping the learners. This sudden transition had occurred from face-to-face to online teaching. With online classes teachers had learned to accommodate the needs of students to create an effective teaching environment to keep learning in sync with the changing times (Kim 2020). The researcher would like to find out in this study whether this shift from teacher-centric method had changed the learning of a second language using the inquiry-based coaching in general and in specific study the kinds of questions students asked and how these queries were responded. Using modified questionnaires, the researcher surveyed 150 students to assess not only whether the opportunity given to them to inquire was sufficient but also the frequency of their asking of questions. For teachers, the study hoped to reveal the types of questions they asked in the class. Using discourse analysis, the researcher was able to examine the ways in which language was used in the classroom. The investigated data revealed a merged of linguistics and sociolinguistics cultural contexts to better understand an aspect in communication. Highlight of the study was to evaluate the possible twist of instruction from teacher-centric method to inquiry-based approach in ESL learning, where students inquire instead of the teachers asking questions.

Knowledge and attitudes of health care professionals regarding birth preparedness of women in labour at selected Hospitals in KwaZulu-Natal, South Africa: A qualitative study

Introduction Low and middle-income countries account for the largest proportion of women’s deaths as a result of pregnancy or childbirth-related complications. The sub-Saharan region is the most affected with approximately 70% (202 000) of maternal deaths between 2000 and 2020. These deaths could have been prevented if expectant mothers were prepared for childbirth. Birth preparedness is perceived as a better strategy that helps attain a substantial reduction in maternal mortality. This is achieved by attending early antenatal classes, receiving skilled care during childbirth, and care and support right after birth. The latest survey on antenatal class attendance conducted in South Africa provides an estimated 30.8% of expectant mothers in public healthcare facilities. Methods This study employed a qualitative approach to collect data, as a result, one focus group discussion with five (N=5) participants and two others with six (N=6) participants each (n=6X2=12) and twenty individual interviews were conducted. The study sought to explore and describe the knowledge and attitudes of healthcare professionals regarding the birth preparedness of women in labour at selected hospitals in Durban KwaZulu-Natal. Results Expectant mothers were unprepared for both labour and postnatal care. The unprepared expectant mothers were uncooperative and made the task of midwives difficult to the extent of endangering the life of their expected newborn babies and their own. Factors such as finance, heterogeneity, staff shortage, language barrier, lack of family support, lack of interest, cultural beliefs, and confusion caused by various sources of information were responsible for birth unpreparedness. Conclusion The synergy between expectant mothers and midwives appears to be an important factor in achieving better birth preparedness.

Exploring the Multidimensional Influences on Sleep and Active Heart Rate Dynamics: A Comprehensive Study

This study offers an in-depth examination of how various social, personal, physiological, environmental, and behavioral factors are associated with both sleep and active heart rate dynamics among college students. Utilizing data collected from 487 participants over a span of 637 days via wearable technology, this research aims to unravel the intricate relationships that influence heart rate variations. Through the application of latent growth-curve modeling, we meticulously analyzed the trajectory of heart rate changes and their associations with a broad spectrum of influencing factors. This methodological approach allowed for a nuanced understanding of the dynamic interplay between heart rate and its determinants over time. The analysis revealed a consistent increase in both sleep and active heart rates across the study period, accompanied by stable standard deviations. Peer influence significantly impacted sleep and active heart rates, especially at rest. Gender and race/ethnicity were associated with heart rate dynamics, as were conscientiousness and depression levels. Environmental factors, including days of the week, academic periods, and weather conditions, exhibited significant effects. Behavioral factors, such as physical activity and daily class attendance, played a substantial role in heart rate patterns. Our findings underscore the complex interplay of factors influencing heart rate dynamics in young adults. Tailored interventions should consider these multifaceted influences to promote optimal cardiovascular well-being.

Positive Influences of Integrating Information Communication Technology in Teaching English at a Technical and Vocational Training College

The paper investigated the positive influence of integrating Information Communication Technology (ICT) in teaching English to National Certificate NC (V) students at a Technical and Vocational Education and Training (TVET) college. A qualitative research approach was used in this research to explore and determine ways in which ICT can be used in teaching English. The research’s participants were fifteen NC (V) lecturers offering English. Semi-structured interviews and focus group interviews were conducted with Heads of Departments (HODs), Senior Education Specialists (SES), Education Specialists (ES), and NC(V) English lecturers. This paper found that there are barriers when it comes to integrating ICT in teaching English, and these were teacher-level barriers, student-level barriers, and school-level barriers. It is hoped that this research will contribute towards strategic ways that will ensure that ICT is integrated in teaching English at Nkangala TVET College, as this will improve students’ class attendance and enhance teaching and learning.

Students' Tendencies to Attend Distance Education Courses and Their Academic Achievement

ABSTRACTThis study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the attendance period was explained by course duration, lateness duration and course type, while 41% of grade point average (GPA) could be explained by course duration, lateness duration, course type and duration of course. The most significant impact on class attendance was lateness to class. Data showed that gender had a moderator effect on the effect of course type on GPA. Results also indicated that the method of teaching has a moderator role in the effect of attendance time on GPA and that the effect of attendance time on GPA is higher in asynchronous classes.

Strengthening Of Students’ Class Attendance Using Biometric Authentication System To Enhance Delivery Of Competence-Based Quality Education

Delivery of competence-based quality education for students' academic achievements strongly correlates with effective student class attendance. In Tanzania, no student registered by the NACTVET is eligible for examination unless he/she has earned 75% of class attendance. In this regard, most education institutions use paper-based class attendance to manage students' class attendance. The system requires students to sign to his/her name as the class session is in progress. Despite this effort made by educational institutions still, the manual process of monitoring and tracking students’ class attendance remains challenging for module facilitators. This study examined the problem associated with the paper-based methods of monitoring and tracking students’ class attendance by collecting primary data using questionnaires from students of higher learning institutions in the Arusha Region. After the data analysis findings revealed that paper-based students’ class attendance has many drawbacks which include time-consuming and students’ signature impersonation. The paper-based class attendance facilitates dishonest students to forge the signatures of the absent students. To address these challenges, the study recommends education institutions implement cost-effective biometric class attendance such as fingerprints or facial recognition scanners, which can automatically monitor and keep students' attendance records on the database without interfering with the class session.