One of the main issues identified in the degree programs offered by the Faculty of Economics and Business at the University of Alicante—particularly in the Business Administration and Management (ADE) program—is the high level of student disengagement and lack of motivation, which has been linked to elevated dropout rates. This situation highlights the need for a deeper examination of students’ active participation in class, as well as the underlying causes of absenteeism. To address this, the present study evaluates the teaching methodologies applied across different subjects within the programs under review, distinguishing between traditional approaches and active and/or innovative learning methods. It also examines teacher perceptions of student participation, along with the motivations and barriers that students themselves report when engaging in class activities. The research is based on survey data, collected through two specifically designed questionnaires. The first, directed at faculty, gathers both quantitative and qualitative information regarding teaching practices, student attendance, and participation across various formats (lectures, seminars, practical sessions, computer-based activities, etc.). The second, addressed to students, explores their motivations for attending and participating in class, as well as the challenges they face in doing so. The findings will provide insights into which methodologies are most effective in promoting attendance and active participation, while also shedding light on the factors contributing to absenteeism. Ultimately, the study aims to propose strategies to address this issue, which negatively affects both student engagement and academic performance.

Keywords: assenteeism, active participation, academic performance, university students