The Challenge of Attendance
I recently attended a meeting discussing the use of Blackboard analytics as a tool for student retention and improving graduation rates. Last year I had attended multiple meetings on the subject of classes with high failure rates and this had motivated me to formalize what I had been doing informally for years, namely generating a picture of why students fail my classes. While my university is still implementing Blackboard analytics, I have gathered information from my classes and my students which has enabled me to get a reasonable picture of the failure rates, attendance rates and the reasons for failure and absences.
Not surprisingly, the new data still supports the old data in regards to correlation between a student’s attendance and her grade. Students who do fail (D or F) tend to have very poor attendance. I have also found that attendance has grown dramatically worse in my classes over the years. This is not based on the usual complaints of the old about the youth of today—I have stacks of rumpled attendance sheets that provide actual evidence. Based on conversations with other faculty, the same is true of other classes.
Interestingly, while students who have good (A or B) grades tend to have good attendance, relatively large numbers of students are able to pass (C) despite poor attendance (missing more often than not). Perhaps they would have done better if they had attended more, but perhaps not.
Reviewing my gradebooks has shown that the main cause of failure is a combination of not completing work and getting failing grades on much of the work that is completed. The most common pattern is that a student does not complete 2-3 of the five exams, and fails some or all of the exams he does take. Somewhat less common is a student having passing grades on completed work, but not completing enough work to pass the course. This most commonly involves students who pass the exams and quizzes, but simply never turn in a paper. In some cases, students do pass the exams they take, but fail to take 2-3 of them. Interestingly, I have not had a student fail by completing and failing everything—the students who fail always leave some of the work undone.
In the days before Blackboard, students faced the challenge of coming to campus to take exams and turn in papers or assignments at specific times. In those days, I routinely had make-up exams and took papers late (when accompanied by appropriate documentation, of course). When Blackboard became available and reliable, I thought that I could address this problem by using Blackboard: students could take exams and quizzes and turn in papers and assignments at any time of day from anywhere they could get an internet connection. I also offered (and offer) very generous deadlines for the work so that students who faced difficulties or challenges could easily work around them.
While this did eliminate make-up exams and many problems with the papers, the impact on completion of work was less than I expected. In fact, class performance remained approximately the same as in the days before Blackboard. On the plus side, this showed that cheating had effectively been countered. On the minus side, I had hoped to significantly reduce the D and F grades resulting from people not doing the work.
While it is certainly tempting to regard the use of Blackboard as a failure in this regard, I do have some indirect reasons to think that it helped. As noted above, the attendance in my class (and those of others) has crashed. Despite this, the averages in my classes are remaining constant. One possible explanation is that the students would be doing worse, but for their ability to do the work in a very flexible manner. An alternative is, of course, that they are missing class because they can do the work on Blackboard. However, faculty who do not use Blackboard also consistently report attendance issues and generally have higher failure rates (based on general data regarding classes). So, I suspect that my use of Blackboard is doing some good, at least in terms of retention and graduation.
Naturally, I did wonder why students have been missing class. I have been conducting a study using a basic survey for one year and the results are here.
Over the year, I had 233 responses. Interestingly 71% reported attending at least often, with the largest percentage (25.8%) claiming to attend 80-90% of the time. 24.9% claimed to attend 90-100% of the time. As might be suspected, this self-reported data is simply not consistent with my actual attendance records. This can be explained in various ways. One obvious possibility is that students who would take the time to respond to a survey would be students who would be more likely to attend class, thus biasing the survey. A second obvious possibility is that people tend to select the answer they think they should give or the one that matches how they would like to be perceived. As such, students would tend to over-report their attendance. A third obvious possibility is that students might believe that the responses to the survey might cause me to hand out extra points (which is not the case and the survey is anonymous).
In regards to the reasons why students miss class, the highest (by far) self-reported reason is still work. While this might be explained in terms of students selecting the answer that presents them in the best light, it is consistent with anecdotal evidence I have “collected” by overhearing students, speaking with students, and speaking with other colleagues. It is also consistent with the fact that many students need outside employment in order to pay for college-work schedules do not always neatly fit around class schedules. If this information is accurate, addressing the attendance and completion problem would require addressing the matter of work. This could involve the usual proposals, such as finding ways to increase support for students so they do not need to work (or work as much) in college. It might also involve considering some new or alternative approaches to the problem. I suspect, but cannot prove, that my adoption of a heavily online approach has helped with this problem—students can complete the work around their work schedule, rather than trying to get work done at fixed times that might not match the needs of their workplace.
Of course, I also need to consider that it is this online approach that is contributing to the attendance issue. While 28.8% of students reported work as their primary reason, 15% claimed that the fact that the work is on Blackboard was the primary reason they missed class. Since the graded coursework is completed and turned in through Blackboard, a pragmatic student who is focused primarily on simply getting a grade as a means to an end would see far less reason to attend class. Since the majority of college students now report that they are in school primarily to get a job, it makes sense that many students would take this approach to class. However, there is the obvious risk in this pragmatic approach: as noted above, low attendance tends to correlate with low grades, so students who skip the class on the assumption that they can just do the work on Blackboard might not do as well as they could and might get far less from the course—that is, just a grade.
Based on this information and other findings, Blackboard is still a double edged sword. On the one hand, it does seem beneficial precisely because students can do the work or turn it in more conveniently and around the clock. On the other hand, using it as the sole means for turning in work does allow students to skip class while still being able to do the work. What still needs to be determined is which edge cuts more. Given the above discussion, I believe that while the use of Blackboard does lower attendance, it also allows students to complete work around their work schedules. As such, I suspect that it has generally been positive in terms of the purely pragmatic goal of maintaining or even improving retention and graduation. Of course, this claim is counterfactual: if I had not adopted the online approach, then the grades of the students would have worsened.
As noted above, my university is adopting Blackboard Analytics and this will provide the data needed to conduct a proper student (as opposed to an unfunded project using surveys and data from just my classes). Students today are, obviously, different from when I was a student and professors need to adjust to the relevant differences—one key challenge is finding out what they are. I have made some guesses, but better data would allow better decision making.