Comparison of Attitude toward Attendance in Class Sessions and Grades of Courses for Students with and Without Absence

Introduction: The most important setting for teaching, specifically for difficult scientific topics, is classroom. Due to the uncertain results of previous investigations which are limited in number too, this study was implemented to compare attitude toward attendance in sessions and grades of associated courses for students with or without absence. Methods: In this descriptive longitudinal study, 69 nursing freshmen of Birjand University of Medical Sciences at their first semester were selected through census sampling, and followed for six consecutive semesters (2009–2011). Students’ absence in 10 lessons taught by two researchers was confirmed and then students were divided into two groups “with absence” (3-4 permissible absence in a course of study) and “without absence” (One or at maximum two absence for a course of study). Data was gathered using a valid and reliable researcher-made questionnaire to determine students attitude (20 questions, Likert score: 1-5) toward classroom attendance, as well as a data collection form for absence and course grades. Data was analyzed using Chi2 and independent t-test. Results: Mean score of students’ attitude “with absence” toward educational barriers of classroom attendance was (16.88±1.42 out of total score of 20) and higher than that of students without absence (15.47±2.02, p=0.003). Total attitude score of students “with absence” toward social barriers of classroom attendance (17.08±1.38) was higher than that of students without absence (15.95±1.91, p=0.012) but total attitude score of students without absence toward the benefits of classroom attendance was higher than that of students with absence (P=0.004). Total course score for the group “without absence” was higher than that of the group “with absence” (p=0.002). Conclusion: Students absence was associated with lower grades. Balancing the number of courses and volume of training in semesters, reducing anxiety during teaching, promoting students’ interest in learning and field of study can be involved in reducing their absence.