Fig. 4
From: The validity of Engagement and Feedback Assessments (EFAs): identifying students at risk of failing
Effect of changes in attendance behaviour on exam score. Exam scores from Module 2A (Phase 1a) and Module 2B (Phase 1b) can be seen. Students were divided into 4 groups based on attendance as described above. A shows that those with continued high attendance (group 1) had similar scores to those with declined attendance (group 2) in Module 2A in Phase 1a (p = 0.41), whilst B shows that they scored better in Module 2B in Phase 1b (B, p = 0.014 MW). C and D show that those with continued poor attenders (group 3) performed worse than those with improved attendance (group 4) in both Module 2A and Module 2B (P < 0.001 MW)