Developing a Technology Attendance Tool Based on CAMTs and CARs to Improve Student Attendance at University Classrooms Zaid Al-Shammari, Ph.D. Assistant Professor and Coordinator of Education Gulf University for Science and Technology Kuwait Alshammari.z@gust.edu.kw Abstract—This research paper purposes to develop a technology attendance tool, based on CAMTs and CARs. The paper itself briefly describes the importance of using technology- based research results in university settings regarding the improvement of student attendance. The importance of this topic explained first, by selecting some research results found in an experimental research study on student attendance in university classrooms; second, by describing CAMTs and CARs as the fundamental elements of a technology attendance tool for the implementation of attendance strategy-based, conducted research; and third, by explaining the technical procedures of developing a technology attendance tool based on CAMTs and CARs. Finally, a conclusion addresses the most important research results and the development of an attendance system to refine recommendations for administrators in universities and researchers for future research. Keywords—Technology, Classroom Attendance, Classroom Rules, Attendance Tools etc. INTRODUCTION Globally, most higher education institutions use technology in educational programs, services, and resources that are provided to students, staff, and community (McGill & Klobas, 2009; Ellis, 2006). Technology is an important tool that users can professionally use it because of its well- organized and designed implementations and applications. Advances in technology provide meaningful ways to communications, teaching and learning, and facilitations in educational settings (Ryba, Sleby, & Nolan, 1995). In addition, technology allows students to experience activities that support learning (Sefton- Green, 2006). Most current research (Prensky, 2009, p. 64; Finlay, Desmet, & Evans, 2004) states the importance of technology in the development of any educational system. Other researchers (McGill & Kobas, 2009; Bulger, Mayer, Almeroth, & Blau, 2008) focus on using technology, based on research results that provide significant outcomes of student performance. Therefore, technology-based research findings assist administrators, professors, staff, and students in higher education institutions to implement and monitor developed research strategies. These strategies are conducted to improve educational outcomes of students and to expand the use of technology in all areas of higher education institutions. SIGNIFICANCE OF THE STUDY: SOME SELECTED RESULTS The results of strategy-based, experimental research on designed attendance using CAMTs and CARs applied in university classrooms, indicates improvements in student attendance. In other words, this research study developed and tested an attendance strategy, based on CAMTs and CARs through an experimental research in three semesters of study. First, the pilot study’s results indicated improvements in student attendance and final grades. The improvement in student final grades was about 20% by the end of summer semester 2006-2007. This improvement reflected the effects of the attendance strategy on student attendance behavior that changed both student attendance and final grades during the summer semester. Second, the fall semester’s results indicated improvements in student attendance (8.4%) individually, students’ final grades (84%), and a positive correlation (.864) between student attendance and overall grades during the fall semester 2008- 2009. Third, the spring semester’s results also indicated improvements in student attendance (4.6%) individually, students’ final grades (84%), and a positive correlation (0.441) between student attendance and overall grades during the spring semester 2008-2009. Generally, the experimental research results indicated students that tended to miss and/or be late to classes had reduced the number of those missed classes and/or late arrivals during the classes, while those who tended to attend class consistently and be on time actually increased their attendance of classes by the end of each semesters. This means that the on- time attendance gradually increased, starting from the first week of the semester.