Methods of collecting and recording attendance of medical students in a classroom: A systematic review

Abstract

BACKGROUND:

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.

MATERIALS AND METHODS:

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.

RESULTS:

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).

CONCLUSION:

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.

Introduction

Recording the attendance of students is a critical aspect of educational institutions such as schools, colleges, and universities. It serves several crucial functions that help in the overall functioning of these institutions. Recording attendance is a requirement set by boards or universities to ensure the minimum number of classes a student must attend to be eligible to appear for university examinations. This requirement helps in monitoring the attendance patterns of students and keeping track of those who frequently miss classes.[1] By doing so, necessary measures can be taken to improve their attendance and address any underlying issues that might be affecting their attendance. Additionally, in case of an emergency, it is crucial for the administration to have a record of who is on campus. This information enables the authorities to take appropriate action and ensure the safety of the students and staff.

In the early days of formal education, teachers would call out the names of students in class, and students would respond to confirm their presence. This method is known as the roll call method, and it was widely used in schools, colleges, and universities.[2] However, as the number of students in educational institutions increased over time, the roll call method became a time-consuming affair and is prone to errors.[3,4] This led to the development of alternative methods for recording attendance. Furthermore, the rise of smartphone and sensor technology facilitated the development of smartphone applications or dedicated electronic devices for recording attendance. These devices allow for quick and accurate attendance recording, making it easier for teachers and administrators to keep track of student attendance.[5]

In this article, we discuss the currently practiced methods of collecting and recording attendance in educational institutes. This comprehensive guide aims to provide teachers with information about different methods, their advantages, and disadvantages, enabling them to make an informed choice regarding a suitable method for their settings.

Materials and Methods

The article title and abstract were searched in PubMed using the keywords “attendance,” “method,” and “classroom,” and the cross-references of the searched articles were checked. Additionally, gray literature was searched due to the scarcity of related literature in traditional journal articles. The articles in the identification, screening, and inclusion phase were documented according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and are displayed in Figure 1.

Figure 1.

PRISMA flow chart for selection of the literature for the review

Result

The attendance recording methods could be divided into three categories [Figure 2]. The methods may be teacher-led, student-led, or automated. In the 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 method, the students take the responsibility to record attendance and the teacher may act as a facilitator (e.g., signing in on a paper circulated among students). The newly introduced automated method needs little intervention from the teacher or students (e.g., radio-frequency identification (RFID)-based attendance).

Figure 2.

Three broad categories of recording attendance

The attendance method in these three broad categories is listed in Table 1.

Table 1.

Methods of recording attendance of students

Category	Method	Brief	Cost
Teacher-led	Name call	Calling students by names	*
	Number call	Calling students by roll numbers	*
	Clustered number call	A cluster (e.g.,, roll 1–10) stands and is called by roll followed by the next cluster	*
	Radom number call	Calling random roll numbers	*
	Serial exit call	Students exit the hall serially and roll is recorded	*
	Random exit call	Students exit the hall and roll is recorded	*
	Passive observation	Students sit on roll number designated seat and occupied seat numbers are recorded	**
	Calling absentee of previous class	Teacher takes the register of the previous class and calls only absentee	*
Student-led	Sign-in	Students sign on a sheet against name or roll	*
	Self-call serially	Students call their roll number serially	*
	Self-call orderly	Students call roll number row or column-wise	*
	Cluster self-call serially	A cluster stands and calls their roll number serially	*
	Cluster self-call orderly	A cluster stands and calls their roll number row, column, or region-wise	*
	QR code response	Students scan the QR code displayed and record their number in the online system	**
	Attendance survey	Students open the survey form to record attendance	**
Automated	Copy scrutiny	Submitted examination or practical manual checked	*
	SEdCA	Students write roll number along with formative assessment	**
	GPS tracking	GPS devices or smartphones are tracked	***
	RFID	Card read during entry	***
	Fingerprint	Fingerprint captured during entry or exit	***
	Face detection	Face detected during entry or exit	***
	Online formative	Roll number collected with online formative assessment	**

*Minimal cost; **moderate cost; ***high cost. In this table, “serial” emphasizes a sequential or consecutive order, typically based on roll numbers, while “order” refers to a structured arrangement or pattern, such as rows or columns that determines the order in which students call their attendance

Attendance record

For all manual method, when a teacher calls the roll numbers or students call their roll numbers, the numbers are recorded directly on the register or a piece of paper and later entered in the register [Figure 3].

Figure 3.

Method of how teachers record the roll numbers of the student

Teacher-led methods

Name call

The name call method is suitable for small classes or when students are newly admitted and awaiting roll number allotment. In this method, teachers call out students' names from a list, and students respond to indicate their presence. Attendance is then recorded against the names. The name call method is simple and accurate, but it may not be feasible for large classes or when alternative methods are available. Additionally, this method can cause higher voice stress for teachers, especially when dealing with a lengthy list of names.

Number call

The traditional roll call method involves the teacher calling out each student's roll number and recording attendance either in a register or on a separate sheet. This method is relatively simple to implement but can be time-consuming and monotonous, particularly in large classes. There is a risk of students responding to absentees' roll numbers if not closely observed. Teachers may experience voice stress when calling a long list of numbers after teaching, and student conversations during roll call can cause disruptions. It is important to note that this method is only suitable for in-person classes and may not work well for online classes. In cases where the register is unavailable, temporary attendance can be recorded by writing the roll numbers of present or absent students, which can later be entered into the official register.

Clustered number call

The clustered number call is a roll call method in which students are called in clusters, such as roll 1–10, followed by the next cluster. This method offers visual confirmation of attendance and helps prevent proxy attendance. By requiring students to stand during the roll call, it adds a physical element that keeps them engaged and alert. Implementing the clustered number call method enhances attendance management and contributes to a dynamic and lively classroom environment.

Radom number call

The random number call is a roll call method in which the teacher calls out random numbers and records attendance based on student responses. It is typically employed when time is limited for roll call. However, it is important to acknowledge that the random number call method is highly biased and can result in inaccuracies. There is a possibility that absent students may receive attendance credit if their numbers are not called by chance. This can lead to discrepancies in attendance records and impact the accurate tracking of student presence. While it may serve as a practical solution for time constraints, it is crucial for teachers and institutions to be aware of its limitations.

Serial exit call

The serial exit call is a roll call method where students exit the classroom in a sequential manner, and their roll numbers are recorded. This method ensures the elimination of proxy attendance and provides an accurate measure of student presence. However, it can be time-consuming and potentially create chaos in the classroom. Students need to line up according to their roll numbers, which can lead to disorder in larger classes. Managing the orderly exit and maintaining a focused learning environment may require additional effort. Teachers should carefully evaluate the feasibility of this method and consider alternative roll call approaches that strike a balance between accuracy and efficiency while minimizing disruptions.

Random exit call

The random exit call method is a roll call approach where students exit the hall in a nonsequential manner, and their roll numbers are recorded. The objective is to establish an organized attendance process without necessitating strict queuing arrangements. The random line formation facilitates a flexible and fluid exit process, minimizing chaos and disruptions. However, teachers must remain vigilant to accurately record the roll numbers. The random exit call method offers an alternative to the sequential exit call, maintaining organization while allowing for a more adaptable exit process.

Passive observation

The passive observation method of attendance involves recording the occupied seats to track student presence. This method offers the advantage of easily identifying empty seats and simplifying attendance tracking. However, one drawback is that it requires students to have fixed seating positions, which may restrict their comfort and freedom. To address this limitation, implementing a system of everyday random seat allocation through a digital display can provide variety and inclusivity. This approach allows students to sit in different seats each day, promoting interaction and collaboration. It adds excitement and engagement to the classroom while still enabling efficient attendance tracking through passive observation.

Calling absentee of previous class

The roll call method of calling absentees from the previous class can be employed when there is limited time available. However, this approach poses a higher risk of error as new absentees may be overlooked. Depending solely on the register of the previous class can lead to inaccuracies in recording attendance, particularly if students were present in the previous session but absent in the current one. This method has the potential to create confusion and impact the accuracy of tracking students' attendance. While it may be useful in situations where there is no movement of students between classes, any errors made in the attendance record of the previous class would be perpetuated. Thus, careful consideration and cross-checking are necessary to ensure the reliability of this method.

Student-led methods

Sign-in

The sign-in method of recording attendance enables students to sign on a sheet next to their name or roll number, eliminating the necessity for a vocal roll call. This method holds legal credibility as students provide their own signature. However, concerns arise regarding proxy attendance, where students may sign for absent classmates or sign multiple times on behalf of others. Such practices can lead to inaccuracies in attendance records. Furthermore, passing around the attendance sheet during class can cause disruptions and interruptions, impacting the learning environment and impeding the flow of the lesson.

Self-call serially

The self-call serially method is a roll call approach where students stand and sequentially call their own roll numbers. It eliminates voice stress for the teacher and promotes student engagement. Students take responsibility for their attendance by individually announcing their roll numbers. This method reduces proxy attendance and increases accuracy. However, it can be time-consuming compared with other methods. Clear guidelines can optimize the efficiency of this method. Overall, the self-call serially method enhances student participation and reduces proxy attendance, but time management should be considered.

Self-call orderly

The self-call orderly method is used when there are few students present in class. Students call their roll numbers in an orderly manner, following the classroom's row or column structure. This method ensures individual responsibility and organized attendance. It promotes an orderly and focused classroom environment. The method reduces confusion and allows for easy tracking and accurate recording of attendance. However, it may not be suitable for larger classes as it requires additional scrutiny and registration of roll numbers.

Cluster self-call serially

The cluster self-call serially method involves a group of students (e.g., roll 1–10) standing together and sequentially calling out their roll numbers. This approach encourages student participation and ownership in the attendance process. It fosters a sense of responsibility and active involvement in maintaining accurate attendance records. However, it is important to manage smaller clusters to prevent confusion and ensure an orderly roll call. By implementing this method, student accountability, active participation, and efficient attendance tracking can be enhanced without placing strain on the teacher's voice.

Cluster self-call orderly

The cluster self-call orderly method is specifically designed for classes with a smaller number of students or when there is a higher rate of absenteeism. In this method, students in specific zones take turns standing up and individually calling out their roll numbers in an orderly manner. The teacher then records the attendance (i.e., write the roll number of students) of the students who are present (i.e., call their roll numbers). This method encourages student responsibility and ensures accountability. It is crucial to prioritize accuracy in attendance tracking, and clear instructions should be provided to maintain the integrity of the process.

QR code response

The Quick Response (QR) code scanning method is a modern approach to recording attendance in which students utilize their smartphones to scan a QR code displayed at the end of each class.[6,7] Upon scanning, they are directed to an online system or application where they can register their attendance. This method saves time and minimizes disruptions during class transitions. However, there is a potential risk of false attendance through the sharing of links. Important factors to consider when implementing this method include students' access to devices and reliable internet connectivity, as well as addressing concerns related to data security and privacy.

Attendance survey

The survey form attendance recording method entails students accessing a survey form or online questionnaire to record their attendance. The link to the survey form is shared through closed social media groups, enabling easy access and wide distribution. However, this method does present challenges and concerns regarding potential technical difficulties and the risk of proxy attendance, which may result in inaccurate attendance records.

Automated method

Copy scrutiny

The “copy scrutiny” method involves checking submitted examination papers or practical manuals to record attendance based on the indicated roll numbers. This method ensures accuracy and eliminates the possibility of missing roll numbers or proxy attendance. However, it can be time-consuming as it requires careful examination of each submission. To streamline the process, teachers can delegate the task to nonteaching staff, who can help serially arrange the copies, thereby easing the overall effort.

SEdCA

The Students' Engagement during Collection of Attendance (SEdCA) method involves incorporating formative assessments at the end of each class and utilizing the submitted copies to record attendance based on roll numbers. This method promotes student engagement, active learning, and a productive classroom environment. It combines formative assessment and attendance tracking to enhance student involvement and provide valuable assessment data.[3] Additionally, SEdCA has been found to be effective in enhancing student performance.[8] However, the process of verifying roll numbers from the submitted copies can be time-consuming. Implementing strategies such as using preprinted roll number papers or arranging copies in a serial order can streamline the attendance recording process. Overall, SEdCA offers a comprehensive approach that enhances both student engagement and assessment outcomes.

GPS tracking

The Global Positioning System (GPS)-assisted attendance method utilizes GPS devices or smartphones with GPS capabilities to track the locations of students for attendance recording purposes. This approach provides real-time monitoring and ensures accurate attendance records by determining students' presence based on their location within a designated area.[6] However, implementing GPS tracking necessitates addressing privacy concerns, obtaining appropriate consent, and considering technical limitations such as poor reception or device compatibility. Additionally, it is important to note that the GPS method may be more suitable for specific educational settings and could potentially be misused by certain students.

RFID

The RFID-based attendance system employs RFID cards or tags to record attendance. Students carry RFID cards that are scanned by readers when they enter the designated area, automatically recording their attendance.[9] This method offers efficiency, accuracy, and time-saving benefits by eliminating the need for manual roll calls. However, it is important to address concerns such as card sharing and technical issues. Additionally, privacy regulations must be followed to ensure data security. Regular maintenance of the system and clear communication about data protection practices are essential for successful implementation.

Fingerprint

The fingerprint-based attendance system employs fingerprint scanning to record students' attendance. Students place their fingers on a biometric device that reads their unique fingerprint patterns. This method offers high accuracy, eliminates proxy attendance, and is quick to use.[10] However, when implementing this system, it is important to address privacy concerns, ensure technical reliability, and provide adequate training. Additionally, the cost of implementation and managing consecutive classes should be taken into consideration.

Face detection

The face detection-based attendance system utilizes facial recognition technology to identify and record students' attendance. This system offers a convenient and contactless method of recording attendance, eliminating the requirement for physical cards or fingerprint scanning. However, it is crucial to consider technical factors and provide adequate training to students to ensure the reliable and accurate performance of the system.

Online formative

The online formative assessment method integrates attendance recording into the assessment process by mandating students to input their roll numbers or identification information. This approach saves time and reduces administrative burdens for teachers while fostering student engagement.[11] However, to ensure effective implementation, it is important to address potential technical difficulties and mitigate the risk of proxy attendance.

Discussion

Attendance method assessment

There are several factors that can be used to analyze the effectiveness of an attendance recording method. Teachers can assess the suitability of a method by having all the teachers in the department, college, or university rate the method based on the following attributes.

The first factor is validity, which indicates whether the method accurately records the identity numbers of students present in a classroom. Accuracy is the next factor, measuring the method's ability to correctly record attendance for present students and detect absent students. Speed is another factor to consider. In large classes with many students (e.g., a class of 250 students), a fast and efficient method can save time and minimize disruption to academic activities. An ideal attendance recording method should be able to record attendance without consuming excessive time.

Usability is an important attribute, indicating that the attendance recording method should be user-friendly for both teachers and students. Reliability is another factor, ensuring that the method consistently records the same attendance when repeated. Additionally, the method should be flexible enough to adapt to any necessary changes based on local needs. Finally, the cost of the attendance recording method should be affordable for institutions, making it a cost-effective option. Table 2 provides a brief summary of the assessment methods.

Table 2.

Attribute for evaluation of attendance recording methods

Attribute	Details
Validity	Records the identity number of students present in a class
Accuracy	Ability to record present students and not record absentee
Speed	Required time to record attendance
Usability	Teacher can use and students can respond
Reliability	Produces the same number if the method is repeated
Flexibility	Modifiable according to the need of the teachers, students, or the institution

The rating can be done on a scale of 1–5 or 1–10, for each attribute

Precautions

When implementing attendance methods such as a cumulative register, Excel sheet, or digital copies, the following precautions should be considered.

For a cumulative register, organized and legible records are maintained using clear handwriting and consistently updating it. To avoid confusion, teachers or nonteaching staff should refrain from using “P” for present students and instead record the cumulative number of classes attended in the corresponding cell. Additionally, it is ensured that the register is kept in a secure location to prevent loss or unauthorized access.

When using an Excel sheet, separate columns are created for roll numbers, dates, and attendance status. The sheet is regularly updated and backup copies (e.g., stored in Google Drive) are made to prevent data loss. The security of digital copies is ensured by implementing access controls among faculty members.

To ensure clarity and audibility during roll call, a microphone system may be used to amplify the call. Students are encouraged to speak loudly and clearly when responding to their roll numbers. In cases where a student is absent, it may be helpful to repeat the number (e.g., “roll number 88 is absent today”) to confirm their absence rather than overlooking the call due to other reasons.

If a written method is preferred (to only write down absentee roll numbers), the roll numbers are displayed on the board or a visible display so that absentee numbers are easily seen by students. A photograph of the board should be taken for further processing. For a digital display system, projectors or smartboards are used to present the roll numbers digitally. It is ensured that the numbers are prominently displayed and regularly updated to reflect real-time attendance.

In certain situations, students may be involved in nonacademic institutional activities or granted leave by the administration. They may request teachers not to mark them as absent. In such cases, instead of marking them as present, it is advisable to use terms such as “approved leave (AL)” or similar words to indicate their authorized absence. When calculating cumulative attendance, these instances are treated as present to ensure accurate attendance records.

Suggestion

There are various methods of recording attendance with different levels of participation from teachers, students, or automated systems. The selection of the appropriate method is dependent on factors such as the number of students, acceptability of the method, and practicality. To determine the most suitable attendance recording method for their institution, teachers and students may participate in a survey. Additionally, they may consider utilizing the evaluation method proposed in this article.

Conclusion

This systematic review presented an overview of various methods that are used for collecting and recording student attendance in a classroom setting. Traditional approaches and modern methods were explored. Each method was briefly described along with its application and major advantage or disadvantage. The selection of the most suitable method for recording attendance in educational institutions needed to be done carefully. We also provided a method to assess the validity, accuracy, speed, usability, reliability, and flexibility of attendance recording methods.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.