The relationship between class attendance and academic performance has been widely studied, with meta-analyses consistently highlighting strong links between attendance and grades. While previous research has often found attendance to be a stronger predictor of academic success than admission test scores or high school grades, this study seeks to provide a more nuanced understanding by focusing on specific factors that may mediate or modify this relationship. Specifically, it evaluates the influence of absenteeism on academic performance within the Bachelor’s Degree in Labor Relations and Human Resources (LRHR), with a particular emphasis on the differential impact of attending theoretical versus practical classes and the role of student characteristics, such as first-time enrollee versus repeater status.

Using data collected from LRHR students, including detailed attendance records for both theoretical and practical sessions and their final grades, the study employs descriptive statistics and econometric models to identify patterns and relationships. Preliminary findings suggest that while attendance policies may have a small positive impact on average grades, the influence of attendance varies depending on the type of class (theoretical or practical) and the student’s enrolment status. Notably, repeaters exhibit distinct attendance and performance patterns compared to first-time enrollees, highlighting the importance of considering these variables when analyzing academic outcomes.

By exploring these underexamined dimensions, this research contributes to a deeper understanding of the predictors of academic success in higher education. The findings underscore the importance of tailoring attendance policies and teaching strategies to account for the unique needs of different student groups and the specific demands of theoretical and practical components. This study not only confirms the general importance of attendance but also provides new insights into how nuanced factors, such as class type and enrolment status, shape the relationship between attendance and academic performance, offering valuable guidance for institutional practices aimed at improving student outcomes.

Keywords: Absenteeism, Academic Performance, Higher Education.