We investigate the relationship between university students’ class attendance and learning performance. We use data from a course in a university in which attendance to classes is not mandatory. The methods used are cluster analysis and regression analysis. We find that students form three distinct groups: 1) those who drop out before the final exam, 2) those who attend classes as well as the exam, and 3) those who study independently and attend the exam. Most importantly, we find that in group 2, attendance is positively and significantly related to performance, after controlling for the effect of other variables potentially related to performance. We also find that students in group 3 are characterized by compelling reasons for absenteeism and a good ability to proactively search for information and study independently. The results are relevant for teachers and students alike. First and foremost, they can be used as a motivator for students to attend classes and for teachers to bear in mind the relevance of class teaching for learning outcomes.
展开▼
