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.

The authors picked up the data from their own students and other colleagues' students during an academic year. There was a previous informed consent from the students and we also received the approval of the European University Ethical Comittee with reference code 2024-493.