The effect of attendance over performance in higher education

The COVID-19 pandemic disrupted higher education, leading to shifts in
attendance patterns. This study investigates the relationship between
compulsory class attendance and academic achievement across a diverse
array of course-content subjects at Universidad Europea de Canarias,
Spain, focusing on two subject groups within the degree programs of the
Social Science Faculty. Specifically, our analysis delves into subjects
characterized by a substantial quantitative component and more
conceptually oriented subjects. The findings show a robust positive
connection between attendance and academic performance, with a more
pronounced impact observed in courses with a quantitative emphasis.
Additionally, semester-specific effects emerge as influential determinants
in shaping students' academic outcomes. This study underscores the
significance of attendance policies in enhancing the learning experience
of university students and advocates for tailored instructional approaches
that acknowledge the unique context of each student.