The University of Barcelona, like many higher education institutions, considers face-to-face instruction a cornerstone of its pedagogy. However, in recent years, lecture attendance has steadily declined. This study examines whether the timing of midterm assessments influences student attendance and whether a small grade bonus (awarded only to those who pass the final exam) incentivizes students to attend class. Additionally, we investigate whether attendance predicts academic performance.

At the start of the 2024–2025 academic year, students were informed that attending more than 80% of face-to-face classes would earn them an extra 0.5 points (out of ten) toward their final grade, provided they passed the subject. This bonus was designed to convince students of the benefits of attending class and enhance final performance rather than help them to pass the subject. Attendance and grades were tracked across all four student groups: three morning groups with a total amount of 248 students and one afternoon group with 82 students. Students signed in at each lecture, allowing attendance to be recorded. Final exam scores were also analysed.

Attendance declined progressively from the first weeks of the course, reaching its lowest point in the third month of the semester, coinciding with several continuous assessment exams of different subjects. However, after these exams, attendance rebounded to levels similar to those observed in the second month, likely due to the attendance-based grade incentive.

According to the 80% attendance threshold, 138 students were classified as high-attendance and 192 as low-attendance. Among high-attendance students, 86% passed the subject in the final exam, compared to only 57% of their low-attendance peers. Moreover, the average final grade of high-attendance students without considering the 0.5 bonus was 1.25 points higher (out of ten) than that of low-attendance students.

Our findings confirm that class attendance declines over time, particularly during periods of other assessments. Moreover, the study highlights a strong correlation between attendance and academic performance, reinforcing the importance of regular class participation for student success.

Keywords: Class attendance, face-to-face classes, survey, continuous assessment.