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Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications
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Lin, Tin-Chun – Journal of Education for Business, 2014
A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…
Descriptors: Undergraduate Students, Business Administration Education, Introductory Courses, Microeconomics