Skip to main content Skip to main navigation menu Skip to site footer

Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance


Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are unique and require holistic support as the students develop their academic skills and their self-efficacy. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever-increasing opportunities to study online, the viability and value of face-to-face classes is being challenged. This paper reports the findings of a research project that sought to better understand enabling students’ conceptions of the benefits of attending face-to-face, on-campus classes and the factors that influence their choices to attend. The project investigated the link between attendance, academic achievement and retention and aimed to identify a more effective alignment between the conception of expectations and the provision of a quality learning experience.

Published: 2019-03-07
Pages:115 to 129
How to Cite
James, T., & Seary, K. (2019). Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance. Student Success, 10(1), 115-129.

Author Biographies

Australia Australia

Trixie James is a lecturer within the School of Access Education STEPS program at CQUniversity. Trixie’s research interests centre on the support and engagement of under-represented adults in the tertiary sector, with special interest in student engagement, quality teaching practices and positive psychology.  Her research has culminated in the design and creation of a new teaching framework, Higher Expectation Framework. She completed a Masters of Learning Management in Executive Leadership with a minor thesis that investigated enabling students’ successful transition into undergraduate studies. In addition, she has presented papers at a number of conferences, nationally and internationally, and has been the recipient of Tier 1 and Tier 2 teaching awards and the National Tier 3 award for outstanding contributions to student learning.    

Australia Australia

Karen Seary is the Associate Dean of the School of Access Education at CQUniversity.  The School hosts CQUniversity’s two enabling courses, the Skills for Tertiary Education Preparatory Studies (STEPS) and the Tertiary Entry Program (TEP). She has been involved with STEPS in various roles as lecturer, campus coordinator and Head of Course since 1994. Karen also has overall management responsibility for the academic learning services offered by the Academic Learning Centre (Higher Education) and the Language, Literacy and Numeracy Centre (VET). Karen’s research interest centres on adult education, in particular, the creation of opportunity for educationally disadvantaged students through the experience of enabling programs. Karen is currently the Chair of the National Association of Enabling Educators Australia (NAEEA).

Open Access Journal
ISSN 2205-0795