This study investigates the impact of timing of practice, group assignment, gender, and attendance on student performance in both practical and theoretical assessments within a Plant Protection course for second-year Agricultural Engineering students. Data were collected from 132 students on three primary metrics: Laboratory grades, writing exam grades, and scores on writing questions directly related to laboratory content.

Results indicate that attendance and gender significantly influence academic performance, while timing of practice and group assignment show minimal effect. Regularly attending students scored consistently higher on both laboratory and writing exam grades, pointing attendance as a critical predictor of success. Gender differences were also noted, with male students generally achieving higher laboratory grades and female students performed better in in exam grades, suggesting variations in learning preferences between practical and theoretical domains. Timing of practice—whether before, during, or after the theoretical class—had no significant impact on performance, nor did group assignment. For teachers, this flexibility offers the potential to design curricula that focus more on the quality of practical engagement rather than rigid timing or group composition.

A correlation analysis revealed moderate relationships, particularly between writing exam and laboratory grades, suggesting that practical experience supports performance in theory-related questions. These findings underscore the need for instructional strategies that account for attendance and learning diversity to optimize student success in both laboratory and theoretical contexts. This study offers insights for adapting teaching methods to accommodate varied learning preferences in science education.

Keywords: Student Engagement, Academic Achievement, Experiential Learning, Higher Education.