We investigate the relationship between class attendance and academic achievement in a flipped classroom that was designed to foster social learning in fixed groups. Controlling for initial mathematical skill and attitudes, we found a substantial effect of class attendance on student achievement. Increasing class attendance by one standard deviation was associated with an increase in mathematics performance of 0.28 standard deviations. Neither attitudes nor initial mathematical skill predicted class attendance. We conclude that availability of online videos does not eliminate the need for carefully designed in-class sessions in order to maximise student learning. Communicating this finding may help reduce absenteeism in the flipped classroom.

中文翻译：

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翻转课堂出勤率对学生学习的影响

我们调查了翻转课堂中课堂出勤率与学业成绩之间的关系，该课堂旨在促进固定群体的社会学习。控制最初的数学技能和态度，我们发现课堂出勤对学生成绩有重大影响。课堂出勤率增加 1 个标准差与数学成绩增加 0.28 个标准差相关。无论是态度还是最初的数学技能都无法预测课堂出勤率。我们得出结论，在线视频的可用性并不能消除为最大限度地提高学生学习而精心设计的课堂课程的需要。传达这一发现可能有助于减少翻转课堂的缺勤率。