Mondal Himel, Mondal Shaikat
Department of Physiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India.
Department of Physiology, Raiganj Government Medical College and Hospital, Raiganj, West Bengal, India.
J Educ Health Promot. 2024 Jan 22;12:427. doi: 10.4103/jehp.jehp_737_23. eCollection 2023.
Recording the attendance of students is an important affair for schools, colleges, and universities. It is required to be compliant with the regulations set by the board or universities, as it helps to calculate cumulative attendance to determine the eligibility of a student for university examinations. Furthermore, it is crucial for the administration to have a record of who is on campus in case of an emergency. However, literature on various attendance methods that are in practice around the world is scarce. Hence, this review aimed to conduct a systematic literature review to find the current methods of recording attendance in a classroom.
Relevant literature was searched in PubMed using the keywords "attendance," "method," and "classroom," and cross-references were also checked. Gray literature was also searched. The studies were screened for their content to determine their relevance to this review. A total of eight articles were included in the final systematic review.
The literature suggests that the methods of recording attendance in a classroom can be broadly divided into three categories: teacher-led, student-led, and automated methods. In teacher-led methods, the teacher takes the responsibility of recording the attendance by actively implementing the method, and students respond (e.g., roll call by a teacher). In the student-led methods, the students take the responsibility to record attendance, while the teacher may act as a facilitator (e.g., signing in on a paper circulated among students). The newly introduced automated method requires little intervention from the teacher or students (e.g., radio-frequency identification (RFID)-based attendance).
This review discusses the attendance recording methods in a classroom and explores the characteristics of these methods, along with their major advantages and disadvantages. Prospective teachers can gain insight into these methods and adopt suitable ones appropriate for their classrooms after assessing their suitability using the evaluation method suggested in this review.
记录学生出勤情况对中小学及高校而言是一项重要事务。必须遵守董事会或大学制定的规定，因为这有助于计算累计出勤率，以确定学生是否有资格参加大学考试。此外，对于管理层来说，在紧急情况下掌握校园内人员的记录至关重要。然而，关于世界各地实际使用的各种出勤记录方法的文献却很匮乏。因此，本综述旨在进行系统的文献综述，以找出当前课堂出勤记录的方法。
在PubMed中使用关键词“出勤”“方法”和“课堂”搜索相关文献，并检查参考文献。还搜索了灰色文献。对这些研究的内容进行筛选，以确定它们与本综述的相关性。最终的系统综述共纳入了八篇文章。
文献表明，课堂出勤记录方法大致可分为三类：教师主导型、学生主导型和自动化方法。在教师主导型方法中，教师通过积极实施该方法来负责记录出勤情况，学生做出回应（例如教师点名）。在学生主导型方法中，学生负责记录出勤情况，而教师可能充当协助者（例如在学生之间传阅的纸张上签到）。新引入的自动化方法几乎不需要教师或学生的干预（例如基于射频识别（RFID）的出勤记录）。
本综述讨论了课堂出勤记录方法，并探讨了这些方法的特点以及它们的主要优缺点。未来的教师可以深入了解这些方法，并在使用本综述中建议的评估方法评估其适用性后，采用适合自己课堂的方法。
