Paper Title
International Journal of Language
Teaching and Education
2018, Volume 2, No 3, 30 November
ISSN Online: 2598-2303
ISSN Print: 2614-1191
https://doi.org/10.22437/ijolte.v2i3.5907 346 IJoLTe
Attendance and Gender Relations on Grades and
Other Aspects*
Andy Chung, Graham Harding, Joonhong Kim, Koot van Wyk
Department of Liberal Education, Kyungpook National University, Sangju Campus, South Korea
Email: kootvanwyk@gmail.com
How to cite this paper: Chung, A., Harding,
G., Kim, J., & Wyk, K. (2018). Attendance
and Gender Relations on Grades and Other
Aspects. International Journal of Language
Teaching and Education, 2(3).346-372
https://doi.org/10.22437/ijolte.v2i3.5907
Accepted: October 18, 2018
Published: November 30, 2018
Copyright © International Journal of
Language Teaching and Education.
This work is licensed under the Creative
Commons Attribution International License
(CC BY 4.0).
http://creativecommons.org/licenses/by/4
0/
Abstract
Three aspects prompted this study: why are females in first year universi-
ty in a countryside campus performing better than males as opposed to
high school where the reverse is the case? Why are there waves of per-
formance increases semester by semester? Why is there in the second se-
mester always an increase in performance over the first semester? For this
matter the researchers took a number of participants in total over the pe-
riod 2012-2016, namely 3,963 students in Freshman English at a country-
side campus (Sangju) for Kyungpook National University as their target. In
the year 2016, only the first semester was calculated in this research.
Three aspects were considered as far as data is concerned: attendance
variables, grade variables and gender. Performances were always better in
the second semester over the first and females almost always outper-
formed the males. What also came up as secondary considerations, are
questions whether the environment like nature and the role of ‘table-talk’
of parents reverberating or not the GDP of the country over the period
may have had an effect on the students. It was found when the GDP went
up the students’ performance took a break but when the GDP is low the
students increased their focus and performed better as their grades indi-
cated. These last aspects were just mere observations and should be car-
ried out with further investigation elsewhere. The attendance of females
was always showing better attendance results than males for Freshmen at
Sangju Campus, South Korea. While the GDP dropped and rose through the
years investigated, the attendance of the students did not display a serious
rise and fall but remained almost unchanged.
Subject Areas
*Cognitive Linguistics, Comparative Historical Linguistics, Education, Computer
Technology, English Literature but all in the same ESL teaching environment
Keywords
Gender, Grades, Attendance, Motivation, ESL
https://doi.org/10.22437/ijolte.v2i3.5907
https://doi.org/10.22437/ijolte.v2i3.5907
http://creativecommons.org/licenses/by/40/
http://creativecommons.org/licenses/by/40/
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
347 IJoLTe
1. Introduction
Showing up in class may have an influence on the performance of the stu-
dents academically and the studies on the aspect of attendance and its rela-
tion to grades have been the study over decades by many scholars. There are
the romanticists who hold fast to a definitive relationship proven to be
brighter should the student attend faithfully. There are also the skeptics who
indicate that attendance does not automatically mean an increase in per-
formance. The reality is that attendance accompanied by other factors can
lead to good performance. So clinically the isolation of attendance and
grades as a measure to evaluate is too meager an option to arrive at a true
picture of this complex interrelated phenomenon in education. Many factors
cut into this ESL event that can affect the students, males and females as a
whole and also the same as separate components. Scholars have studied the
role of uniform wearing; [1] smoking; [2] sleep (too little or too much); [3]
exercise; [4] expectations of the teaching moment; [5] wellness; [6] campus
couples and campus dating; [7] diet; [8] assigned seating; [9] compulsory
policies or absence thereof; [10] depression and popularity; [11] substances;
[12] stress and coping with it, illness and social interaction; [13] alcohol;
[14] humor; [15] financial support; [16] “undecided classification;” [17] ap-
praisal; [18] discretion; [19] peer-effect; [20] anxiety; [21] friends; [22] en-
vironment; [23] study time and time planning; [24] learning styles; [25] ad-
justment; [26] mandatory attendance; [27] single sex and mixed sex classes;
[28] gender; [29] persistence or retention behavior; [30] attrition; [31] mo-
tivation; [32] creative thinking; [33] major choices; [34] adaption, transition
and coping; [35] and LGBTQ attitudes. [36] Each of these factors makes in-
roads into the class situation in its own way at times, but sometimes clus-
tered together creating side-effects that kick the can of understanding of the
situation further down the road. Almost every class is unique and hasty
generalizations are out of place. But, for analysis and getting some under-
standing as to what appears to be happening, a study like this is essential
since it provides models to look at or to avoid.
2. Literature Review
Showing up in class may have an influence on the performance of the stu-
dents In the article by Credé, Roch and Kieszczynka (2010) [37] it is indicat-
ed that “class attendance without participation simply denotes physical
presence”. [38] Responding on this observation, some participants in this
research pointed out that a student who just attend class but do not partici-
pate is like a statue in the class or just “filling-up the empty seats”. Attend-
ance by itself, while an important ingredient [39] to achieve in class any ac-
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
348 IJoLTe
ademic success, cannot guarantee that success. More than just sitting in class
napping is needed.
Students either perform or retain. A number of studies investigated the cog-
nitive and non-cognitive factors that affect these two aspects influencing
both the attendance and grades. [40]
Although this research is currently investigating the effects of attend-
ance on performance of ESL students in South Korea in a rural area, at
Kyungpook National University at Sangju-Campus, and given the fact that
some students are transported here from the city daily, a study was done on
the effects of attendance on performance with business students in Nigeria,
Africa. Ibrahim et al. studied three aspects at Ahmadu Bello University in Ni-
geria: 1. The influence of attendance on performance; 2. The influence of
classroom participation on academic performance; 3. Difference in mean
performance of students attending regularly and those who are not regular
in attending; 4. Difference in mean performance of those students who par-
ticipate in class and those who are not. 5. Difference in mean performance of
those students who are doing both [to be a regular student and participating]
as opposed to those who are only doing one [either only a non-regular stu-
dent or participating/not]. They used a survey design method for 290 stu-
dents for the academic years 2011/2012 and they used three secondary da-
ta: class attendance; records of participation and examination results. During
the research they compared the scores of the students’ achievements against
the scores of attendance and participation. Similar with a number of earlier
studies, e.g. Marburger (2001) that showed that students who missed class
were significantly more likely to respond incorrectly to questions relating to
material covered that day than students who were present; or Daniel (2006)
who showed that “a significant link exists between absenteeism and learn-
ing” (Ibrahim 2014: 90); or Millis, Dyson and Cannon (2009) who indicated
that “frequent attendees had higher passing rates on the examination and for
the course than the passing rates for sporadic attendees” (Ibrahim 2014:
90); or the same scholars indicating that if a student participates well in the
class then the scores in the examination will be also higher, it was also their
finding.
Some investigators of these two aspects, attendance and grades, sug-
gested that more is needed to fully understand the total picture. Chung
(2004) indicated that a wider range of factors are needed to adequately un-
derstand what affects students’ achievement. Although there are barriers for
a student due to the fact that they are married and are parents, working 20
to 30 hours per week, volunteering, taking additional credit hours to gradu-
ate on time, struggling to overcome a learning or behavioral disability,
Chung feels that they know they are going to miss class occasionally so they
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
349 IJoLTe
plan ahead. Several avenues are available to them for rescue: office hours,
tutoring, e-mail correspondence, web sites, cell phones. This means that
what goes on outside the classroom is for Chung just as important as what is
going on in the classroom. Chung indicated that three studies dealt with
at-risk populations for example: American Indian adults; developmental
mathematics students; and developmental algebra students. Immerman
(1982) worked with 23 American Indians and reported a significant differ-
ence between attendance and the final grade. Bereson, Carter and Norwood
(1992) studied 263 Developmental Mathematics Freshman Students but
they could not find any correlation between attendance and the final grade.
Thomas and Higbee (2000) studied 119 Developmental Algebra students
and focused on the aspect of involvement and achievement. [41]
It is because of these statements of Chung that one can say the factors of
health, substance abuse, alcoholism, smoking even, game addiction, depres-
sion, self-perception, peer-awareness, and all that were listed supra, are
necessary ingredients that could influence either the attendance record or if
the attendance is perfect, the performance of the student.
Lifestyle studies were conducted by a number of scholars and the con-
cept of wellness is prime for a study or this kind. There is no doubt that it
affects either attendance or performance. It is not the intention of this par-
ticular research ongoing here to present the evidence for the role of lifestyle
on attendance or its relation to the achievement of good grades on this
campus in South Korea. Another study should be done for that utilizing a
questionnaire elsewhere. The study by K.A. Cook, [42] is worth mentioning
here. The study was done at Loyola University in order to see if the factors of
alcohol, diet, tobacco and exercise play a role in the grade average attained.
“This study examined the relationship between a healthy lifestyle and col-
lege students’ grade point average. A healthy lifestyle was measured by
diet, exercise, sleep, alcohol use, and tobacco use. The participants included
52 undergraduate students from Loyola University New Orleans, who rep-
resented a range of ages, races, and gender.” Whereas older studies do in-
dicate that these factors influence the average grade, this study by Cook
cancelled for their investigation alcohol, tobacco and exercise as factors in-
fluencing the average grade but these factors do lend to a perception that
due to hangovers in overuse or lack of activity, that it may have contributed
to a lower average grade. Cook admits that they had limitations. One of the
handicaps in their research is that they do not know if the students were
honest in their answers. They relied on their self-perception as measure and
this may be noteworthy when considering that they are countering other
findings on the role of alcohol on grade average or tobacco on the same or
exercise.
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
350 IJoLTe
Many scholars have also investigated the role of the ‘carrot and the stick’
[43] and its role for attendance improvement or grade improvement. These
are studies on educational policies regarding the effect that mandatory or
voluntary attendance has on performance.
In the current study being undertaken here, our focus was mainly on the
aspects of gender, attendance and grades. [44] Many studies were conducted
in the past to evaluate the role that attendance plays on grades. [45]Then
there were also the studies that investigated gender and its part in attend-
ance or gender and its part as far as grades are concerned. Some focused on
the role of the teacher impacting the attendance and grades. [46]Other stud-
ies charted the trends as far as grades are concerned for the years before
1994. [47]Attendance as focus was the study by M. VanBlerkon in 1992. [48]
3. Methodology
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3.1. Participants
The number of participants in total over the period 2012-2016 was 3,963
students in Freshman English at a countryside campus (Sangju) for
Kyungpook National University. In the year 2016, only the first semester
were calculated in this research. For many of the years mentioned, the
students were brought in by busses to the campus from urban centers or
surrounding bigger towns. For the years 2012-2013 two teachers provid-
ed their data, namely Graham and Koot and for the period 2014-2016,
three teachers provided data, namely Graham, Koot and Andy. Of the
3,963 students, 2,826 were males and 1,136 females.
3.2. Data Collection
The data was collected in the following way. There was no survey investi-
gating the students’ viewpoints but what was done is to take the final
grade-sheets of the teachers and calculate the absences by males as op-
posed to the absences by females in each class and for each teacher for this
period running between 2012 until 2016. The final grades were then com-
puted and the average of each teacher was brought together. Then the av-
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
351 IJoLTe
erage of all three teachers for males and females were calculated and placed
on a line graph to show the ebb and flow for the genders male and female
over this period. The attempt was not to show the individual differences
between the teachers regarding grades or absences, but to demarcate the
trend of the performances of the students for each semesters of each year
between 2012 to the 1stsemester of 2016.
3.3. Data Analysis
Figure 1. Male and Female Attendance 2012 – 2015.
Figure 2. Average Attendance Percentage Among all Teachers.
Graham
Koot
Andy
Male Female Male Female Male Female
2012/1 97.16 97.44 96.53 97.44 0.00 0.00
2012/2 95.21 96.52 98.90 99.14 0.00 0.00
2013/1 94.80 96.79 97.14 98.72 0.00 0.00
2013/2 95.68 96.89 98.55 98.46 0.00 0.00
2014/1 95.38 98.15 98.56 98.47 97.04 96.91
2014/2 94.88 95.48 97.19 96.24 96.58 97.92
2015/1 96.48 97.31 99.40 99.15 96.47 97.12
2015/2 96.29 97.01 99.77 99.63 96.40 97.76
Summary
Average male attendance 96.92%
Average female attendance 97.63%
Semester Male Female
2012/1 96.85 97.44 2012/1 96.85
2012/2 97.06 97.83 2012/2 97.06 Andy
2013/1 95.97 97.76 2013/1 95.97 Male Female
2013/2 97.12 97.68 2013/2 97.12 0.00 0.00
2014/1 96.99 97.84 2014/1 96.99 0.00 0.00
2014/2 96.22 96.55 2014/2 96.22 0.00 0.00
2015/1 97.45 97.86 2015/1 97.45 0.00 0.00
2015/2 97.49 98.13 2015/2 97.49 97.04 96.91
Semester Male Female Semester Male 96.58 97.92
2012/1 96.85 97.44 2012/1 96.85 96.47 97.12
2012/2 97.06 97.83 2012/2 97.06 96.40 97.76
2013/1 95.97 97.76 2013/1 95.97
2013/2 97.12 97.68 2013/2 97.12
2014/1 96.99 97.84 2014/1 96.99
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
352 IJoLTe
Figure 3. Student Average Scores among all teachers.
Figure Labels: Use 8 point Times New Roman for Figure labels. Use
words rather than symbols or abbreviations when writing Figure axis labels
to avoid confusing the reader. As an example, write the quantity “Magnetiza-
tion”, or “Magnetization, M”, not just “M”. If including units in the label, pre-
sent them within parentheses. Do not label axes only with units. In the ex-
ample, write “Magnetization (A/m)” or “Magnetization (A·m–1)”, not just
“A/m”. Do not label axes with a ratio of quantities and units. For example,
write “Temperature (K)”, not “Temperature/K”.
5. Results and Discussions
It is for each semester of a year between 2012-2016 but in 2016 only the
first semester. The teacher’s individual averages have been combined to get
an overall average for each semester.
5.1. Grading Policies and Standards of Marking
It is evident from the results of the three teachers that their grades display
individual differences or individual marking systems but that been said, they
also displayed the same trend over the period regardless of the differences.
What this indicates is that even though they acted independently, there is a
constant “self-canonized standard” internalized in each teacher that without
communication about it to each other during grading, they experience the
same up and down trend overall for these years, yet at different results for
the number of A’s allocated. [49] That is very encouraging since it means
Semester Male% Female% Semester Male% Female% Semester
2012/1 77.36 83.91 2012/1 77.36 83.91 2012/1
2012/2 81.68 87.41 2012/2 81.68 87.41 2012/2
2013/1 78.60 84.29 2013/1 78.60 84.29 2013/1
2013/2 82.60 87.61 2013/2 82.60 87.61 2013/2
2014/1 81.61 85.71 2014/1 81.61 85.71 2014/1
2014/2 82.89 86.06 2014/2 82.89 86.06 2014/2
2015/1 80.35 84.26 2015/1 80.35 84.26 2015/1
2015/2 82.17 87.55 2015/2 82.17 87.55 2015/2
2016/1 82.93 85.30 2016/1 82.93 85.30 2016/1
Semester Male% Female% Semester Male% Female% Semester
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
353 IJoLTe
that the teachers are not allocating grades with random “feelings” and ad
hoc impressions in an erratic uncontrolled manner. [50] The University also
encourages through the textbook that grading is multifaceted. It provides
opportunity for students to get feedback on how they understand the infor-
mation and how they need to improve. Students are to a greater degree by
some teachers more than others, involved in scoring each other. [51] The
culture of grading is understood and emphasized by all teachers among
themselves at this campus. There are outcries across the globe that one
should create a culture of learning not grading. [52].
5.2. Increase in Compatibility Led to Increase in Grades-theory
It is noticeable that in every year, the average for both males and females is
higher in the second semester. Why is that? Perhaps students have a better
understanding of the standards expected from them in terms of portfolio
completion, writing competencies [53] and presentation skills. This will ex-
plain the rise in the second semester by both groups.
What also needs to be addressed is the outperforming of one gender
over another for a particular semester. Females are better than males but
the increase in a particular gender performance for some semesters shows
increase from what is expected to be their average curve over the period of
past performances. These are “pockets” of increase that needs explanations.
If the expectations of the teacher is better understood a second time the
question that should be posed is what hindrances were there in the first
round from the instructor that could have prevented them from under-
standing fully what their teachers’ expected from them? What barriers in-
terfered with the ESL communication between the source language and the
target language?
5.3. Adaptation Strategies during Transition
Wang et al found [54] that students who live in the countryside find adapt-
ing more difficult than those from urban areas. Adaption was determined
not only by coping strategies but also social support. This aspect is very im-
portant for KNU Sangju Campus for the campus is remote from the main
centers of temptation of downtown. Across the main-gate are some drinking
places, convenient stores, restaurants and coffee shops, PC and Game Rooms
as well as accommodation newly built, but other than that, nature is the
friend of the student on this campus and this demographic factor facilitates
purportedly friendship so that bonds are closer in a wider scale than it
would have been in the ‘concrete jungle’ of the city. This ‘wider circle of
friends’ opportunity at Sangju Campus, may be a contributive factor to posi-
tive outcomes such as “retention, quality of college life, ability to deal with
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
354 IJoLTe
academic stress, satisfaction with social and academic aspects of college life,
and college adjustment”. [55]
Successful students are normally seen as those who remain in college,
enjoy psychological well-being and performing well academically. [56] For
some students the transition may be stressful from highschool to University.
It is suggested that “the factors influencing first-year students’ adaptation to
college are complex and not have a clear conclusion in past studies”. Wang et
al investigated to see if the family or the individual cope strategies are play-
ing strong parts in the success of transition adaptation. The Demographic
variables in Wang et al’s study that affects Adaptation Behavior in College
were: only child; dialect speaking; city/countryside; family income and the
major involved. [57] They found that social support led to coping strategies
that in turn led to psychological health, which then ultimately affected the
shape that the behavior adaptation is going to take in college. [58] The par-
ents, college, society and friends are all necessary to give the students more
support and help “in order to stimulate them to mediate their emotion posi-
tively, and spend the adaptation period as quickly as possible”. [59]
Does it mean that females receive more social support that helps their
coping strategies so that they are performing better than males during the
transition period? Is the first semester the transition period from high
school to university and after summer that adaptation is completed explain-
ing the higher wave every year for both males and females in the second
semester on the line graph above?
5.4. South Korean GDP for the Same Period 2012-2016 and Attendance
Grades
A question that came up during the study by some researchers was whether
there is a link between the socio-parental input or “table-talk” of the family
alternating or affecting the motivation of the student, the attendance and
performance statistics at the University of the countryside, the GDP of the
country over a period of 2012-2016, and also the historical events in and
around the country or so-called “national news”. There is just enough data
available to make a probe here into this question, but unfortunately such a
study requires a doctoral or master level of research or another venue than
this research to answer it more decisively.
• Economic Highlights in South Korea between 2012-2015
The statistics of economy of that period in South Korea was as follows.
Volume and Value of Exports over the same period indicated that alt-
hough there was large volume of exports in 2010 it dropped in 2011 and
very much in 2012 to almost touch the 0% line and continued to creep
along that line until present. The values of the exports have decreased in
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
355 IJoLTe
2015 to -10% [60] The unemployment rate went down from 3.35% in
2012 to 3.15% in 2013 sliding down to almost 3% in 2014, but increased
from then on upwards to 3.65% at the end of 2015. [61] Bloomberg con-
cluded that South Korea’s economy expanded 2.6% in 2015 from a year
earlier, the slowest pace since 2012. Industrial production was 1.5% in
2012; 0.7 in 2013; 0.3 in 2014; -0.6 in 2015. Annual exports in 2012 were
-1.3%; in 2013 it was 2.1%; in 2014 it was 2.3%; and in 2015 it was
-8.0%. Unfortunately, we do not have student interviews to evaluate
whether their parental counsel at table-talks at home played any role in
the increase of their motivation at school. If, for example, the father is
struggling financially because the economy is down and would negatively
speak about it at a table-talk, the student may come back to school with a
survival “extra” push-drive to combat the negative outlook on the future
by his/her own performance at school in academics. [62].
• Comparing the GDP of South Korea for 2012-2016 with the Final Grades
of the Genders at KNU Sangju Campus
The GDP in South Korea was 2.3 in 2012. Profits were 754 in the 3rd
quarter of 2012 but lost -2,513 in the 4th quarter. Profits in 2013 first
quarter were 1,661 but dropped in second quarter to 335 and 3rd quar-
ter to 51 and 4th quarter to a loss of -1,365. In 2014 1st quarter it was
1,103; 2nd quarter dropped to 238. The third quarter were -92 losses and
the 4th quarter 441. The first quarter of 2015 was 559 and increased to
818 in the second quarter but crashed to -6,024 in the 3rd quarter and
-2,125 in the 4th quarter. In 2016 1st quarter it was up 236 winning and
20 in the second quarter.
At KNU Sangju Campus the performance in grades during the 1st and 2nd
quarter was 83.91% for females and 77.36% for males in 2012. For the
3rd and 4th quarters in 2012 the female performance was measured at
87.41% and the males at 81.68%. Did the worldwide economy meter play
a role in the seriousness of the increased performance? This point is
worth noting as one will see further on with the slump in the world
economy in 2015 and the students output in that year. The GDP in South
Korea was 2.3, very low in this year.
In the 1st and 2nd quarters of 2013 the female performance measured
84.29% average close to the first and second quarters of 2012. The male
performance average measured for the same period 78.60%. In the 3rd
and 4th quarters of 2013 the female performance was 87.61% and the
male performance 82.60%. The GDP in South Korea during this period
was 2.9. The GDP increase in South Korea also displayed an increase of
female and male performances.
The 1st and 2nd quarters of 2014 saw female students performing an av-
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
356 IJoLTe
erage 85.71% and males 81.61%. For males this was quite high. The GDP
in South Korea was 3.9 during this semester. It was the highest for these
years that is under consideration.
For the 3rd and 4th quarters of 2014 both females with 86.06% and
males with 82.89% maintained the momentum of the first quarter. The
GDP in South Korea fell to 3.5 and 3.4. The males were high this year.
The next year, namely the 1st and 2nd quarters of 2015 the females
gained 84.26% and the males 80.35% still higher than the first semesters
of 2013 or 2012 when they were in the seventies. Of course the achieve-
ment is relatively similar than in 2014 quarters 1st and 2nd or the first
semester. The GDP of South Korea fell to 2.7 and 2.4 in this semester. The
grades of the males during this shocking drop were higher than in 2012.
The females were the same as in 2012 when the GDP was almost the
same.
In the 3rd and 4th quarters of 2015 the female performance measured
87.55% which is close to what they achieved in the second semesters of
2012; 2013; almost in 2014 and now in 2015. The males remained also
stable for the second semester with 82.17% which is similar to the sec-
ond semester of 2014. The GDP of South Korea fell further to a shocking
low of 2.2 but started a steep climb to 2.8 before the year was out. They
were supposed to mirror either an increase (survivor motivation) or de-
crease (depression) in this event. This particular dip of the GDP in South
Korea did not alter the performance of the female or the male students in
South Korea at Sangju Campus. They did not slump back in their grades
due to a gloomy outlook in South Korea and worldwide. It was a bad year
in South Korea for the GDP but the females increased by 3% and the
males by 2%.
Considering the following year, the 1st and 2nd quarters of 2016 the fe-
males were the same as the 1st and 2nd quarters of 2014, but the males
performed their best ever with 82.93%. The GDP of South Korea climbed
in the first semester to 3.1 but trended down to 2.8. Did the shock of the
end of 2015 readjust our high school students to be more motivated in
the first semester of 2016, especially the males?
Did the uncertainty in economy on the global markets and the GDP of
South Korea of the second half of 2015, mirrored in at table-talks at home
from the parents possibly made them resilient to overcome the negative
with positive output? Especially the males since the females did not show
that same increase as the males did in the first semester of 2016?
These are questions that we did not intend to answer decisively in this
research and at present this part of our research calls for further investi-
gation in the future with interviews, surveys, and other data applied to
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
357 IJoLTe
make it verifiable with controls. It is thus an open question that needs
further research in the future.
Figure 4. Comparing the proliferations of GDP with the Attendance Scores.
Figure 5. Effect of an Export-driven Economy of Korea on Students performance [64].
• Attendance in Genders during the Slump of the Second Quarter of 2015.
The attendance of the students for males and females displayed for the year
2015 for all three teachers a highest attendance constancy (rounded off)
Graham 96% males 97% females; Koot 99% males, 99% females; and Andy
96% males, 97% females, higher for every teacher than the previous years.
GDP South Korea Attendance Scores[45]
male female
2012A 3.5
3.868 4.1955
2012B 2.3
4.084 4.3705
2013A 2.7
3.93 4.2145
2013B 2.9
4.13 4.3805
2014A 3.2
4.0805 4.2855
2014B 3.9
4.1445 4.303
2015A 2.7
4.0175 4.213
2015B 2.9
4.1085 4.3775
2016A 3.1
4.1465 4.2855
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
358 IJoLTe
Of course females are attending better than males overall. World and South
Korean financial stress did not decrease the attendance conscientiousness
seemingly for our students at KNU Sangju Campus.
• Environmental Beauty and Nature’s Impact on Students’ Performance
Whether the urban campus will be different than the countryside campus
was not investigated here. These statistics will help to establish the role of
environment: fresh air, beauty of nature, absence of hindrances to study,
more time for reflection, ‘cognitive escapism’ played on the good perfor-
mance of the students amid financial woes of the world at large. What this
factor means is that the ‘concrete jungle’ of the urban setting may have a
negative influence over students’ natural cognitive development and factors
like pollution may add to the stress for urban students, but that KNU Sangju
Campus students are fortunate to enjoy fresh air, beautiful nature, tranquil-
ity, peace and slow pace that are excellent ingredients for an holistic educa-
tional development of the student. Transportation to and from the school
may add to stress in an urban setting that is not present at the countryside
campus of KNU. Such a study should still be conducted to ascertain the effect
of nature environment on the velocity of performance of students’ attend-
ance rate and grades for males and females at the two campuses.
• Lifestyle as Influence on Students’ Performance
The demographics of KNU Sangju Campus at present provide an ideal educa-
tional environment where nature plays a larger role than in urban centers. It
may also affect the lifestyle of the students on this campus and wellness,
[65] as defined in the literature, and the concept of holistic health regarding
control over aspects of nutrition, exercise, fresh air, alcohol intake or ab-
stention of it, smoking habits, sleeping habits, regular water intake, all that
may affect the motivational level of the students during performance and
contribute to their attendance records and grades. These aspects were un-
fortunately not scientifically tested by this research with a survey and sug-
gestions here are mere observational side comments. It would be interesting
to compare the two campuses regarding these lifestyle aspects to see how it
affects their attendance and grades. It will also help solve the question re-
garding the role of the environment in the statistics of the attendance and
grades of males and females.
6. Conclusion
Females are still outperforming males at KNU Sangju Campus for the years
2012-2016 first semesters. The line graph of the totals of the averages of the
three teachers indicates that both genders in some years increased together
and in some years decreased together. There were years when the males in-
creased in performance but the females remained dormant or regular in
ANDY CHUNG, GRAHAM HARDING, JOONHONG KIM, KOOT VAN WYK
359 IJoLTe
theirs. For the 3rd and 4th quarters in 2012 both genders increased and it
happened that this period saw an economic slump in the world. In the 3rd
and 4th quarters of 2013 the economic fall in the world reflects an increase
in performance of both genders at KNU Sangju Campus.
The year 2014 saw the genders performing stable throughout the year.
This stability in gender performance is maintained with no decrease and in-
crease until the end of the 1st semester of 2015. In the 2nd semester of 2015
the gender performance increased similarly to the second semesters of 2012
and 2013 although the World Economy saw a retreat during this time. A
slight normalization came in the 1st semester of 2016 with South Korea’s
GDP and the genders on KNU Sangju Campus performed similarly to the 1st
semester of 2014. The overall result is that doom and gloom in the financial
markets affects the male performance at KNU Sangju Campus positively so
that there is an increase. Grades are higher under difficult financial times for
both genders, but in the first semester of 2016, especially for the males.
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