Enhancing academic performance through attendance and recognition: an active learning approach in UK higher education

NasirpourOsgoei, SN and Obembe, D ORCID: https://orcid.org/0000-0001-5050-116X, 2025. Enhancing academic performance through attendance and recognition: an active learning approach in UK higher education. Innovations in Education and Teaching International. ISSN 1470-3297 (Forthcoming)

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Abstract

This study investigates the relationship between academic recognition, student attendance, and academic performance among 422 final-year Business and Management students in UK higher education. Building on existing literature emphasising the importance of consistent participation in learning (Farb & Matjasko, 2012), the research highlights active learning as crucial for fostering deeper student engagement beyond traditional lecture methods. Using a positivist deductive approach, data on attendance, quiz performance, and final grades were collected and analysed with SPSS. The results show a significant positive correlation between attendance, continuous quiz performance, and final grades, with correlation coefficients for attendance and final grades (0.482), quiz scores and final grades (0.403), and attendance and quiz scores (0.544). These findings underscore the value of continuous engagement, suggesting that integrating recognition-based formative assessments, such as quizzes, into the curriculum could enhance student performance. The study concludes that academic recognition and active participation are key to improving educational outcomes.

Item Type:	Journal article
Publication Title:	Innovations in Education and Teaching International
Creators:	NasirpourOsgoei, S.N. and Obembe, D.
Publisher:	Taylor & Francis (Routledge)
Date:	3 July 2025
ISSN:	1470-3297
Identifiers:	Number Type 2467188 Other
Divisions:	Schools > Nottingham Business School
Record created by:	Laura Borcherds
Date Added:	09 Jul 2025 08:52
Last Modified:	09 Jul 2025 08:52
URI:	https://irep.ntu.ac.uk/id/eprint/53913

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