Introduction

The National Center for Education Statistics estimates that American institutions of higher learning expend more than $32 billion annually on college and university students’ instruction alone (National Center for Education Statistics, 2015). This figure, which translates to more than $12,000 per student, is a significant cost to the American taxpayers.Notwithstanding this amount of investment, a significantnumber of studentsforego attending course lectureswhich are conventionallythe central approach through which educational material is presented to students. This has resulted in student class absenteeismbeing considered a major problem in many institutions of higher learning and a major concern for educators as well. It has also resulted in widespread debate and studies over the significance of class in/attendance on the student wellbeing, academics performance, learning process, among other things. This paper presents an analysis of the possible outcomes of not attending class lecture, demonstrating that class non-attendance has various negative consequences on a student, including poor academic performance, limited social circle, poor critical and analysis skills, and lost life opportunities including personal development.

Body

Effect 1: Poor Academic Performance and Missed Personal Development Opportunities

Class absenteeism has been found to have the momentouslong run effect of resulting in poor academic performance of students. According toArum & Roksa (2011), attending classes makes a student learn more and hence increases his grades. On the contrary, non-attendance of class lectures results in poor grades and generally poor academic performance. The authors add that studies have found a high correlation between class attendance and grades, with most students who fail to pass their course units found to have skipped classes regularly. Further, regular lecture attendance demands good time management skills and discipline. These life-skills are critical and valuable in all career paths a student may desire to pursue. Failure to attend class ensures that the student misses out on the opportunity to inculcate these critical life values into their lives that may result to them missing outon many life opportunities, a blunder that may follow them for the rest of their life. Also, attending classes boosts a student’s interaction with various faculty members. This increases the prospect of finding a mentor and role models who can guide the student in their academics, career and personal development (Furlong, Gilman, & Huebner, 2014). Not attending classes makes a student loose out on these benefits of attending class.Lastly, poor academic performance, which is as a result of skipping class, can result in increased stress and anxiety. This may have the overall effect of the student dropping classes and even dropping off college.

Effect 2: Poor Critical Thinking and Analysis skills

Class attendance allows for learning through a myriad of ways. Class lectures complement reading assignments, presentations carried out in the classroom context present information differently than text, and student’s discussions provides information that may not be found in textbooks. In addition, listening to the comments and questions asked by other studentsboosts learning, while the instructors can use classroom discussions to augment critical thinking skills.Non-attendance of class lecture denies the student the opportunity to sharpen their critical thinking skills or find different approaches of looking at a concept. This results in students who are static and rigid in their thinking, an ideologywhich has no place in the twenty-first century social and work environment.Also, through class discussions, students get a broader view of the point in question and can think more rationally (Frankling, Harris, & Meares, 2013). Attending lectures givesstudents chance to work with their peers in groups, where there may be a problem to solve or a project to complete. As a member of the group, one has to think, work, and cooperate with others in order to achieve their common goal. In this process, the student also learns the true sense of responsibility and discipline. Not attending classes denies students the opportunity to learn these values.

Effect 3: Limited Social Circle

Interaction with other students, which is facilitated through Class attendance,provides an opportunity to create a network of likeminded students resulting in a shift in ideology that is more beneficial and constructive. In addition, a main component of college is gaining new experiences and making news friends. Skipping classes therefore, limits a student’s social opportunity to expand his social circle (Ormrod, 2006).There are other negative outcomes of not attending class lectures at the university. These include: it is a huge waste of money to both the parent and the state, with time it becomes habitual and can spill over after college and to other aspects of a student’s life, and lastly, a student will be forced to play catch up in class.

Conclusion

Not attending your own classes at University has many repercussions and outcomes, many of which are negative to the general well-being of the student and bring about nothing to rejoice about. Skipping classes can have the long-run impact of resulting in poor academic performance, increased stress and anxiety, dropping classes and off college; elements that bring to the forefront the negative consequences of skipping classes.A student also fails to interact with faculty members who may offer guidance on their academics, career and personal development.  Skipping classes also makes a student loose out on sharpening their critical thinking skills, resulting in a citizen who is rigid in their thinking, not accommodating diverging views. Lastly, class non-attendance results in a student who has poor analysis skills, is irresponsible and lacks discipline.Therefore, it is critical that students realize that attending classes is not a decision that needs to be made.

References

Arum, R., & Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses. Chicago: University of Chicago Press.

Frankling, C., Harris, B. M., & Meares, P. A. (2013). The School Services Sourcebook, Second Edition: A Guide for School-Based Professionals. New York, NY: Oxford University Press.

Furlong, M. J., Gilman, R., & Huebner, S. E. (2014). Handbook of Positive Psychology in Schools. New York, NY: Routledge.

National Center for Education Statistics. (2015). Digest of Education Statistics: 2014. Retrieved November 29, 2016, from National Center for Education Statistics: http://nces.ed.gov/programs/digest/d14/

Ormrod, J. E. (2006). Educational Psychology: Developing Learners. Upper Saddle River, New Jersey: Pearson/Merrill Prentice Hall.

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