Understanding Motivations Behind Class Cutting

Cutting Classes

Breslow and Clay (2006) said that most students reported they try to attend lectures, and usually do, missing them from time to time as the result of academic, extracurricular, or personal conflicts. The most important factor in deciding whether to attend lectures is the lectures’ quality and clarity, followed by conflicting deadlines for other classes, the professor’s use of relevant examples, and the professor’s ability to engage and entertain the students. If students do not expect to learn from lectures, they are less likely to attend, they don’t find the material challenging or if they are doing well in the class, they may decide to allot time they would otherwise spend on the class – including attending lectures – to classes they find more challenging, especially at the busiest and most pressure-filled times of the semester, students felt that the lectures should be aligned with what appears in the homework and on tests, and some students are more likely to attend classes they find interesting.

Cutting class is a coined term is a coined term that actually means intentionally not attending a required class in one's formal education without a valid excuse/reason. Cutting of classes is especially rampant in public schools in the Philippines where there is inefficient security and a relatively high number of students thus making it hard to

Seeley, Tombari, Bennett and Dunkle (2011) noted that the school and communities must be concerned about the effects of bullying on cutting classes. Although there is little Evidence to suggest a strong direct linkage between bullying and cutting classes, an OJJDP study found that if bullying results in the victim become less engaged in school, that victim is more likely to cease attending and