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.