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 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)
The Effect of Class Attendance on the
Performance of Computer Science Students
S. Pudaruth*, L. Nagowah, R. Sungkur, R. Moloo and A. Chiniah
AbstractThe aim of this study was to assess the impact of lecture
attendance on the academic performance of Computer Science
students at the University of Mauritius. In this study, only examination
marks have been considered. We also differentiated between part-time
and full-time students, degree-level modules and post-graduate
modules. A linear regression analysis of the data showed a correlation
between attendance of lectures and performance of Computer Science
students but the correlation varied for greatly across the different
modules. In general, we found a stronger correlation for highly
technical modules involving practical components and only a
moderate correlation was noted for more theoretical based modules.
To our knowledge, this is the first work that investigates the effect of
attendance on Computer Science modules. The results obtained from
this study can be very useful to colleges and universities for drafting
attendance policies.
KeywordsClass Attendance, Computer Science, Exam
Performance.
I. INTRODUCTION
C LASS attendance has long been subject of debates while
measuring performance in exams. Proponents advocate
that there is a direct relationship between these two variables
and there has been prolific literature in this direction. Over the
past few years, it has been observed that there has been a
decline in students academic performance in the Computer
Science field at the University of Mauritius. Evidence shows
that the poor performance is widespread across all levels of
both undergraduate and postgraduate programmes. Plausible
explanations sought were (1) widened entry access, i.e,
accepting students of lower grades; (2) large cohort size with
batches of 60-100 students; (3) increased employment
opportunities for students; (4) lack of motivation from students
and some other social direction which are not evident leading to
class absenteeism.
In an attempt to control the issue and to boost up academic
performance, the University of Mauritius has enforced an 80%
attendance policy to compel students in attending lectures. It is
S. Pudaruth is with the University of Mauritius, Reduit, Mauritius (e-mail:
s.pudaruth@ uom.ac.mu).
L. Nagowah is with the University of Mauritius, Reduit, Mauritius (e-mail:
l.nagowah@ uom.ac.mu).
R. Sungkur is with the University of Mauritius, Reduit, Mauritius (e-mail:
r.sungkur@ uom.ac.mu).
R. Moloo is with the University of Mauritius, Reduit, Mauritius (e-mail:
r.moloo@ uom.ac.mu).
A. Chiniah is with the University of Mauritius, Reduit, Mauritius (e-mail:
a.chiniah@ uom.ac.mu).
9
argued that attending classes is of value added to the student as
this leads to better understanding of concepts. It facilitates
interaction among students by working
in groups. Failure to meet the attendance threshold, a student
is debarred from sitting for the exam. This was done in a view
to reverse the trend and to closely monitor students in class, as
well as, to mitigate criticisms from policy makers and the
Tertiary Education Commission (TEC) for a more efficient
management of public funds.
However, does this policy really have an effect on student
performance, especially in Computer Science? Being in an
innovative and trendy sector, it has been observed that students
do take advantages of new technologies in learning over the
internet. Numerous e-learning platforms are available over the
internet on different Computer Science modules. Lecture
slides, step by step tutorials, forums, and source codes are
widely available facilitating learning and making it available
anytime and anywhere. In contrast to other departments of the
University, the Computer Science department has its own
Moodle e-learning platform whereby all lecture notes, labs and
tutorials are available for downloads. Hence, students can learn
anytime and anywhere without the need for attending classes.
In this paper, we attempt to assess the impact of lecture
attendance on the academic performance of Computer Science
students. To do so, examination marks and attendance of
respective students from the different levels of both
undergraduate and postgraduate programmers have been
analyzed. Marks for continuous assessments have not been
considered as these are not fully monitored and because most
coursework are done in groups of two or three students.
Part-time and full-time students were differentiated to have a
more accurate view of the effect of attendance on these separate
groups. The linear regression analysis method was used to find
correlations among the different variables observed.
The rest of the paper is organized as follows. Section 2 deals
with the literature review on similar studies carried out in other
universities abroad. Section 3 deals with the methodology used,
analysis and evaluation of the results obtained. We end the
paper by making recommendations on the results obtained.
II. LITERATURE REVIEW
Hyde and Flour Moy (1986) study concluded that those
students who attended class more regularly were amongst the
best students in their class. However, they also found that 21%
of students who had very low attendance were in the top 20% in
their class. Thus, he is against a mandatory attendance policy as
there were many medical students who could master the course
materials without being present at lectures. Empirical literature
 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)
suggests a positive correlation between class attendance and
student performance (Parr and Kerr, 1990; Romer, 1993;
Durden and Ellis, 1995; Deva doss and Foltz, 1996; Mar
burger, 2001; Khan et al, 2003; Allen and Webber, 2006;
Stanca, 2006; Andrietti et al, 2008; Ali et al, 2009). Riggs and
Blanco (1994) found that students with less than 70%
attendance could potentially not do well. Also, it was difficult
to forecast scores for those with very low attendance rates. In a
human physiology course, Hammen and Kelland (1994) found
that for each absence, there was a corresponding decrease of
0.5% in the scores.
Ledman and Kamuche (2002) examined the effects of
attendance on student performance in a Statistics course. Their
results show that student performance is better when class
attendance is higher. However, their study was not limited to
this finding. They argue that there is a difference between
knowledge and understanding of course material (Frost and
Fukami, 1997). According to them, students who perform best
on tests and exams are not necessarily those who have better
understanding of the course material. Learning is said to take
place when students can recall and apply materials learn from
more basic courses to more advanced courses. They found out
that the correlation between student performance and student
learning was higher than the correlation between student
performance and test scores.
Cretchley (2005) found that mathematics students who
attended a sufficient number of classes got an average score of
63.6% while others got 54.3%. Marburger (2006) showed that a
mandatory class attendance policy can reduce absenteeism
significantly. Allen and Webber (2006) argued that the link
between student performance and class attendance is not linear.
Other factors such as revision strategies and peer-group effects
might have significant impact on performance. They noted that
class attendance has only a very small marginal benefit on test
scores. This idea is supported by Martins and Walker (2006).
Purcell (2007) found that for each 10% increase in class
attendance, there was about a 3% increase in examination
performance. The study was conducted on 2nd & 3rd year Civil
Engineering students.
Arulampalam et al. (2007) conclude that the best class
performers are those who are more likely to suffer from a
missed lecture. Ajiboye and Tella (2007) reported that for a
verbal-based subject like Social Studies, class attendance is
very important. Chen and Lin (2008) further confirmed that
class attendance has a positive and significant impact on exam
performance. In particular, their study reports that there is a
7.66% improvement in exam performance when students
attend their lectures.
There is a lot of research which has been conducted to show
the correlation of class attendance and student test scores. In
general, the higher the class attendance, the higher the
examination marks. However, we noticed that so far none of the
studies have been conducted on Computer Science courses.
Most of the studies were concentrated on economics, medical
studies and traditional engineering disciplines. Thus, our
research contributes to existing literature by providing further
evidence of class attendance versus student performances for
both part-time and full-time computing degrees. It is also the
first paper in Mauritius that focuses on this aspect of student
10
education.
III. METHODOLOGY AND EVALUATION OF RESULTS
The attendance of students over one semester (15 weeks) was
collected and the corresponding marks that they obtained for
the exam was tabulated. Then the degree of correlation between
attendance in class and marks obtained for each exam was
determined. Graphs were plotted to see the correlation. Marks
and attendance were the two variables considered and the
correlation between them was determined by identifying the
degree to which there is a linear relationship between them.
The correlation coefficient (r) was identified. The value of r
obtained can very quickly give us an idea about the strength and
significance of the coefficient. The general classification is
normally as follows:
TABLE I
SIGNIFICANCE OF CORRELATION COEFFICIENT
0.0 to 0.2 Very weak to negligible correlation
0.2 to 0.4 Weak correlation (not very significant)
0.4 to 0.6 Moderate correlation
0.6 to 0.8 Strong, high correlation
0.8 to 1.0 Very strong correlation
Another important measure is the coefficient of
determination (R2). This number tells us how well the best-fit
line actually represents the data. R2 specifically tells us the
percentage of variation in one variable that can be explained by
the variation in the other variable.
The data collected was not limited to only some batches or
modules but was widespread. Exam marks and attendance for
various modules ranging from the freshers year to the final
year Master students have been analyzed and discussed.
Furthermore, we also differentiate between part-time and
full-time students, degree-level modules and post-graduate
modules. Some major results and their discussions are shown
below. Modules have been classified per level of studies.
A. Level 1 Modules (Full-Time)
Maths for Computing
120
100
80
60
40
20
0
0 50 100 150
Fig. 1 Attendance v/s Exam marks for Maths for Computing
r = 0.1422
R2 = 0.0202
Programme: BSc (Hons) Computer Science
Sample Size: 59
 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)

Discussion: The correlation between % attendance and 10.59, which is indeed very low. It can also be noted that the
examination grades is very low. This can be partly explained by highest marks are from students who were present for at least
the fact that the module has many topics in common with the 90% of their classes.
A-level Mathematics. Since A-level Maths is a requirement to
follow this course, many students are able to do well in the
exam even if they have missed many classes. Computer System Organisation
100
Discrete Maths
80
100
80 60
60 40
40
20
20
0 0
0 50 100 150 0 20 40 60 80 100 120
Fig. 2. Attendance v/s Exam marks for Discrete Maths Fig. 4. Attendance v/s Exam marks for Computer System Organisation
r = 0.2050 r = 0.4432
R2 = 0.0420 R2 = 0.1965
Programme: BSc (Hons) Computer Science Programme: BSc (Hons) Computer Application
Sample Size: 59 Sample Size: 58

Discussion: This is the same group of students who have
followed the Maths for Computing module with the same
lecturer. However, the correlation is slightly more pronounced
for this module though it is still low. This is a semester 2
module and it we look at the graph we can easily notice that
most of the students were present for at least 80% of the classes.
This explains their better performance in the module and as a
consequence, a higher value for r.
Discussion: the value of r denotes a mild relationship
between attendance of students and their performance in
examinations. The Computer System Organisation module is
quite technical in nature and involves a lot of logical thinking
and calculation. Since for this batch, Mathematics at A level
is not an entry requirement, students not having that subject do
face difficulties in achieving a good grade in the above
mentioned module despite having full attendance.

Computer Programming Formal Logic

100 80
80
60
60
40
40
20 20

0 0
0 50 100 150 0 20 40 60 80 100
Fig. 3. Attendance v/s Exam marks for Computer Programming Fig. 5. Attendance v/s Exam marks for Formal Logic

r = 0.3759 r = 0.2934
R2 = 0.1413 R2 = 0.0861
Programme: BSc Computer Science Programme: BSc (Hons) Computer Science
Sample Size: 39 Sample Size: 36

Discussion: Computer Programming is a difficult subject.
And it is clear from the graph that students have benefited a lot
by attending classes. For most of them, this was their first
attempt at programming. The graph shows that the maximum
mark a student could obtain by attending zero (0) classes are
Discussion: the value of r denotes that there is a weak
relationship between attendance in lectures and academic
performance for this module. The module involves a lot of
critical thinking which unfortunately is difficult to pass to the

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 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)

students. Weak students, hence find the module difficult

although they attend most of the classes. Multimedia Application Development
Fundamentals of Computer Science 100

100 80

80 60

60 40

40 20

20 0
0 20 40 60 80 100
0
Fig. 8. Attendance v/s Exam marks for Multimedia Application
0 20 40 60 80 100 Development
Fig. 6. Attendance v/s Exam marks for Fundamentals of Computer r = 0.7299
Science
R2 = 0.532
r = 0.5828
Programme: BSc (Hons) Information Systems
R2 = 0.3396
Sample Size: 40
Programme: BSc (Hons) Information and Communication
Technologies (ICT)
Discussion: the value of r denotes a high correlation. The
Sample Size: 24
module being technical, students following the lectures and
labs were more likely to have good results than the others. This
Discussion: the value of r denotes a moderate (but close to
high value shows that students will benefit a lot by attending
strong) correlation between attendance of students and their
their lectures and labs for this module.
performance in examinations. The Fundamentals of Computer
Science module is quite theoretical in nature and involves some
similarities with the Computing module at A level. Hence Mobile Application Development
although some students tend to be absent in class, they perform
quite well in the continuous assessment and in exams. 100.00

B. Level 2 Modules (Full-Time) 80.00

60.00
Multimedia Authoring
40.00
100
20.00
80
0.00
60 0 20 40 60 80 100

40 Fig. 9. Attendance v/s Exam marks for Mobile Application

Development
20 r = 0.5379
R2 = 0.289
0 Programme: BSc (Hons) Information and Communication
0 20 40 60 80 100 Technologies
Sample Size: 20
Fig. 7. Attendance v/s Exam marks for Multimedia Authoring
r = 0.3562
R2 = 0.126 Discussion: the value of r denotes a moderate correlation.
Programme: BSc (Hons) Computer Applications The module being technical, students following the lectures and
Sample Size: 60 labs were more likely to have good results than the others.
Although the Multimedia Application Development and
Discussion: the value of r denotes a weak correlation. Mobile Application Development were both lab-oriented
Considering the sample size and the module being technical, modules, the correlation for the Mobile module is much lower.
attendance rate do have an impact on the final results. Students The only difference here is the cohort of students. Those
have not benefited from lectures as much as was expected. following the Multimedia module are students of Information
Further investigation might be required to explain this low Systems and those following the Mobile module are from ICT
correlation value. programme.

12
 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)

Computer Graphics Enterprise System Development

100 100

80 80
60
60
40
40
20
20
0
0 0 20 40 60 80 100
0 20 40 60 80 100 Fig. 12. Attendance v/s Exam marks for Enterprise System
Fig. 10. Attendance v/s Exam marks for Computer Graphics Development

r = 0.8512 r = 0.7368
R2 = 0.724 R2 = 0.5429
Programme: BSc Computer Science Programme: BSc Information Systems
Sample Size: 30 Sample Size: 26

Discussion: the value of r denotes a very strong correlation.
The module being very technical, students following the
lectures and doing class exercises and labs were more likely to
have good results than the others. Students have benefited
greatly by attending their classes. Since the class size was quite
small, this has also contributed to the high correlation.
Discussion: the value of r denotes a strong correlation
between attendance and performance. The module being
technical and practical, students following the lectures are more
prone to have good results than the others. Individual attentions
provided by the tutor in the lab sessions have also help the
regular students.

Network System Administration Event-Driven Programming

100 100

80 80

60 60

40 40

20 20

0 0
0 50 100 150 0 20 40 60 80 100

Fig. 11. Attendance v/s Exam marks for Network System
Administration
r = 0.6895
R2 = 0.4755
Programme: BSc Computer Application
Sample Size: 30
Discussion: the value of r denotes a strong correlation
between attendance and performance. The module being very
practical, students following the lectures are more prone to
have good results than the others. It is a 3-hours session lecture
in the lab itself. Individual attentions provided by the tutor in
the lab sessions, have also helped the regular students. The
small class size is also believed to have contributed to the
relatively high correlation value.
Fig. 13. Attendance v/s Exam marks for Event-Driven Programming
r = 0.4985
R2 = 0.2485
Programme: BSc Computer Applications
Sample Size: 27
Discussion: the value of r denotes a moderate correlation
between attendance and performance. The module being
technical in nature, we would expect the regular students to
perform better than those who do not attend the classes.
However, the technologies used in the module are quite similar
to those used in the Computing module at A-level. Hence,
students having a prior exposure to the programming language
have also given a good performance although being absent in
some classes.

13
 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)

more mature with the ability to learn by themselves and catch

up the missed classes, they are able to perform well in
C. MSc Level Modules (Part-Time) assessments.

Wireless Technologies ERP & Change Management

100 100
80 80
60
60
40
40
20
20
0
0 0 50 100 150
0 50 100 150
Fig. 16. Attendance v/s Exam marks for ERP & Change Management
Fig. 14. Attendance v/s Exam marks for Wireless Technologies
r = 0.0770, R2 = 0.0059
r = 0.9015 Programme: MSc Enterprise Systems Development and
R2 = 0.8128 Management
Programme: MSc Wireless and Internet Technologies Sample Size: 16
Sample Size: 11
Discussion: There does not seem any correlation whatsoever
Discussion: The value of r denotes a very strong relationship between % attendance and exam grades for this module. This is
between attendance and academic performance of the MSc quite unexpected as the correlation coefficient is high for the
students. The students following this Masters level module are other Master's level modules. The highest marks were not
mature students working full time in companies and striving to obtained by those who had the highest % attendance. Looking
obtain a Masters degree. Given the small group size, individual at the equation, it can be seen that students who have 0%
attention have been provided, be it in lectures which have been attendance would score 57.47 marks. Thus, it can be possibly
more interactive and labs, whereby all issues and questions be concluded that the exam was for this module was very easy
were dealt face to face. and mostly of theoretical nature. Thus, students who stayed at
home to revise their notes did equally well compared to those
who attended classes.
Software Project Management
100 D. Part-Time Degree-Level Modules

80
Computer System Organisation
60
100
40
80
20 60
0 40
0 20 40 60 80 100 120 20
Fig. 15. Attendance v/s Exam marks for Software Project Management 0
r = 0.4778 0 50 100 150
R2 = 0.2283
Programme: MSc Software Engineering Projects & Fig. 17. Attendance v/s Exam marks for Computer System
Management Organisation
Sample Size: 22 r = 0.7030, R2 = 0.4942
Programme: BSc Computer Application, Yr1
Discussion: The value of r denotes a moderate correlation Sample Size: 22
between attendance and academic performance of the part-time
students. The students following this Masters level module are Discussion: the value of r denotes that there is a strong
mature students working full time in companies and striving to relationship between attendance in lectures and academic
obtain a Masters degree. Depending on their work schedule, performance. This module as mentioned above for the fulltime
they are sometimes unable to attend classes. However, being batch is quite technical and involves a lot of logical thinking.

14
 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)
But compared to the fulltime, this batch is smaller in number,
and more individual attention are provided to the students, who
are also more mature, given that most of them are working. So
here, it is noted that the more the student was present, the higher
the result achieved.
Multimedia Authoring
100
80
60
40
20
0 perspective on the shift towards learner pragmatism, 5th Southern
0 50 100 150
Fig. 18. Attendance v/s Exam marks for Multimedia Authoring
r = 0.4879
R2 = 0.2381
Programme: BSc Computer Applications, Yr 2
Sample Size: 16
Discussion: The correlation coefficient is quite high. For
each extra 10% of classes attended, the student can expect to
get an additional 3.56 marks. Most of the students are working
and they generally have little time for self-study. Part-time
students do not mingled as often as full-time students. Thus, if
they are absent, it is often difficult for them to know what has
been covered and from where to get the notes and explanation.
This explains why attendance has played an important part in
the examination grades of these students. Note that r is lower
(0.3562) for the full-time batch. The much lower class size
seems to be the only plausible reason to explain this significant
difference.
IV. CONCLUSION
The aim of this study was to assess whether attendance at or
absence from lectures has any effect on the academic
performance of Computer Science students. Our study is
innovative in the sense that this is the first study which analyses
the effects on attendance on Computer Science modules. It has
been observed that nowadays, many students following a
course at the University of Mauritius are already working
part-time and they have to cope both with their studies and their
part-time job. Indeed, it has been observed that the percentage
of students exiting the UoM with a first class or with a second
class first division has greatly decreased. Many students are
motivated by modern ways of teaching and learning, and
question the traditional classroom approach. Thus, it has
become imperative for policy and decision makers to make the
right choice in terms of an attendance threshold for all modules
of the field of study. Through our study, we have clearly shown
that there can be a huge variation in the degree to which
attendance can affect performance at examination. Thus, we
suggest that there should no longer be a general attendance
15
threshold for the whole of the Computer Science department.
Instead, the threshold can be linked to specific modules and
may be left to the discretion of the instructor. Other university
might conduct similar studies to see whether the same results
can be obtained from students from different countries and
different cultural backgrounds.
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 2nd International Conference on Machine Learning and Computer Science(IMLCS'2013) August 25-26, 2013 Kuala Lumpur (Malaysia)

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