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Abstract: This study investigates 200 students’ class behaviors of two independent colleges in ** city and analyzes reasons of recessive absence. The results show recessive absence is a serious phenomenon with a wide range of reasons. So it is necessary for us to make an effort to avoid it.
Key words: recessive absence, classroom study, independent college
Now more and more students are admitted to universities because of the admission expansion and the emergence of the private or independent colleges etc. Therefore frustration and truancy become popular among the students under the pressure of academic study at college. However significant attentions were mainly drawn to prevent dominant truancy, that is, the act of staying away from school without permission; but recessive absence, that is, the state of being present but lack of concentration, is always ignored not only by teachers and students but also by researchers. This study aims to assess the phenomenon and makes a contribution to independent colleges’ administration.
Methods
Ninety students were randomly selected in dining halls and libraries of two famous independent colleges in ** city in Nov 9, 2011. A three-part questionnaire analyzed with Excel was developed to investigate what students do in class, why and how often recessive absence occur and their feelings about it. Two hundred completed surveys were returned (a response rate of 100%). College A:100; College B:100.
Results
1 student’s class behaviors
According to the statistics of the questionnaire, students’ listening to the teacher was relatively positive with an average of 3.7 on the five-point scale, while male rating of 3.6 is lower than female’s (3.8). Among the behaviors of not listening to the teacher, daydreaming obtained the highest average of 2.9.Also, 59% of the students felt compunctious, 39% nothing. The gap between males and females was considerable.
2 Reasons of recessive absence
Firstly, concerning reasons related to students, participants uninterested in lessons(3.9) obtained the highest average; males even rated 4. Not understanding lessons ranked 2nd. Secondly, reasons related to contents of courses obtain the highest average (3.3)among the four categories. Being unimportant got the highest 3.5,which is just an answer to students uninterested in courses. In this category every male score is higher than female’s, indicating males are more strongly against Offered Courses. Thirdly, as for reasons related to professors, students pay less attention to teachers’ appearance(2.1) but more to teaching style(3.8) and affective factors(3.1) and they are unsatisfied with the two items. Lastly, among reasons related to school management, students were affected by size of class(3.2) and time of lessons(3.2). Compared with other categories, this obtained the lowest average(2.5), indicating most aspects of management are satisfying.
Discussion
The study indicates that recessive absence can’t be simply ignored and easy to deal with, and that the students, especially females bore great psychological pressure for it, influencing badly on their later study and self-confidence development. On reasons’ scale, it was found that students uninterested in lessons and dull teaching style obtained the highest rank near 4. Among the four categories, the reasons related to contents of courses were found to be the most significant.
As for participants uninterested in lessons, first, students don’t get a sound understanding of the importance of some courses. Second, it may be a result of high school’s teaching idea: only serve exams. Without so many exams at college, they don’t know how and what to do with their study. Third, some course, for example College English, is too hard for the independent college students to master, reducing students’ interests.
The study also suggests colleges’ administration needs improving. First most colleges evaluate teachers in terms of academic study rather than teaching. Teachers are not active in updating teaching content and style. Second colleges assess students’ final scores rather than study process. It leads to a phenomenon of 60 points being ok. Therefore the following suggestions are made:
Students should know the importance of courses before study; pay more attention to the study process than final sores.
Professors should spend more effort in motivating and attracting students in class.
College supervisors should make sound course plans according to the characters of the independent college students; adopt multiform and flexible exams.
In a word, as a complex mental phenomenon, recessive absence is difficult but necessary for all of us to make an effort to avoid.
References
1.2004(3).高校学生逃课行为的理性思考.浙江万里学院学报
2.董晓娟. 2005(11).大学生逃课原因分析及对策研究.经济师
Key words: recessive absence, classroom study, independent college
Now more and more students are admitted to universities because of the admission expansion and the emergence of the private or independent colleges etc. Therefore frustration and truancy become popular among the students under the pressure of academic study at college. However significant attentions were mainly drawn to prevent dominant truancy, that is, the act of staying away from school without permission; but recessive absence, that is, the state of being present but lack of concentration, is always ignored not only by teachers and students but also by researchers. This study aims to assess the phenomenon and makes a contribution to independent colleges’ administration.
Methods
Ninety students were randomly selected in dining halls and libraries of two famous independent colleges in ** city in Nov 9, 2011. A three-part questionnaire analyzed with Excel was developed to investigate what students do in class, why and how often recessive absence occur and their feelings about it. Two hundred completed surveys were returned (a response rate of 100%). College A:100; College B:100.
Results
1 student’s class behaviors
According to the statistics of the questionnaire, students’ listening to the teacher was relatively positive with an average of 3.7 on the five-point scale, while male rating of 3.6 is lower than female’s (3.8). Among the behaviors of not listening to the teacher, daydreaming obtained the highest average of 2.9.Also, 59% of the students felt compunctious, 39% nothing. The gap between males and females was considerable.
2 Reasons of recessive absence
Firstly, concerning reasons related to students, participants uninterested in lessons(3.9) obtained the highest average; males even rated 4. Not understanding lessons ranked 2nd. Secondly, reasons related to contents of courses obtain the highest average (3.3)among the four categories. Being unimportant got the highest 3.5,which is just an answer to students uninterested in courses. In this category every male score is higher than female’s, indicating males are more strongly against Offered Courses. Thirdly, as for reasons related to professors, students pay less attention to teachers’ appearance(2.1) but more to teaching style(3.8) and affective factors(3.1) and they are unsatisfied with the two items. Lastly, among reasons related to school management, students were affected by size of class(3.2) and time of lessons(3.2). Compared with other categories, this obtained the lowest average(2.5), indicating most aspects of management are satisfying.
Discussion
The study indicates that recessive absence can’t be simply ignored and easy to deal with, and that the students, especially females bore great psychological pressure for it, influencing badly on their later study and self-confidence development. On reasons’ scale, it was found that students uninterested in lessons and dull teaching style obtained the highest rank near 4. Among the four categories, the reasons related to contents of courses were found to be the most significant.
As for participants uninterested in lessons, first, students don’t get a sound understanding of the importance of some courses. Second, it may be a result of high school’s teaching idea: only serve exams. Without so many exams at college, they don’t know how and what to do with their study. Third, some course, for example College English, is too hard for the independent college students to master, reducing students’ interests.
The study also suggests colleges’ administration needs improving. First most colleges evaluate teachers in terms of academic study rather than teaching. Teachers are not active in updating teaching content and style. Second colleges assess students’ final scores rather than study process. It leads to a phenomenon of 60 points being ok. Therefore the following suggestions are made:
Students should know the importance of courses before study; pay more attention to the study process than final sores.
Professors should spend more effort in motivating and attracting students in class.
College supervisors should make sound course plans according to the characters of the independent college students; adopt multiform and flexible exams.
In a word, as a complex mental phenomenon, recessive absence is difficult but necessary for all of us to make an effort to avoid.
References
1.2004(3).高校学生逃课行为的理性思考.浙江万里学院学报
2.董晓娟. 2005(11).大学生逃课原因分析及对策研究.经济师