Passive and active interventions: addressing the issue of college students' class attendance

Abstract

This study examined possible interventions to increase attendance in college courses. Attendance records in six undergraduate psychology classes were collected with either a baseline control, a passive intervention strategy, or an active intervention strategy. The baseline control consisted of counting how many students are in class. The passive intervention strategy consisted of utilizing a sign-in sheet in which students were instructed to sign their name as the sheet is circulated around the room. The active intervention included a sign-in sheet and, additionally, students who were chronically absent were contacted by their professor via email. There were no significant differences in attendance rates found between conditions. However, most students thought that a sign in sheet and/or email would encourage attendance.