Relationship between attendance, academic performance, and lecture-capture use among veterinary students

Abstract

This study examines the relationship between attendance, academic performance, and lecture-capture use among veterinary students. Student attendance in four courses was documented over an entire semester by use of time-lapse photography. Academic performance, as determined by the final percentage grade in each of the four core courses as well as a comprehensive grade in the semester was obtained. Lastly, the number of times a student viewed a recorded lecture-capture in each course was monitored. These outcomes were assessed by Pearson correlation. Students were divided into four groups for attendance based on quartile. Grade and number of recorded lecture views for students in the lowest and highest quartile were then compared. Significant differences in both factors were found when comparing students with lowest and highest attendance. Students with the highest attendance outperformed those with the lowest attendance in all comprehensive grade and all but one course. Students with the lowest attendance viewed more recorded lectures overall and in all but one course. The results are discussed within the framework of self-regulated learning theory.