Improving Attendance of Chronically Absent High School Students
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2020-05-07
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Goucher College
Program
Masters of Education
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Abstract
This study examines if building personal relationships with students through positive social conversations and individual conversations after absences can improve students’ attendance within high school chemistry classes. There was some variation in the independent variable for the different hypotheses. All subjects (n = 84 ) received the intervention of positive social conversations and individual conversations after absences were in place. The group of students with chronic high absenteeism (n = 8 ) also had targeted individual conversations in addition to what all students received. The group of students with recent high absenteeism or past high absenteeism (n = 15 ), had secondary individual conversations in addition to what all students received. The dependent variable was classroom attendance. The attendance of individual students during a baseline of ten class periods was compared to attendance during an intervention phase of ten class periods. For all three null hypothesizes there was no significant difference in number of days present out of 10 during the baseline and intervention periods. Implications and ideas for future research were discussed.