Purpose This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance. Design/methodology/approach Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis. Findings Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome. Research limitations/implications This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class. Originality/value This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.

中文翻译：

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课堂出勤和学习策略对学习成果的影响

目的本文旨在研究将影响Bloom等人的学生的课堂出勤率与学习策略之间的关系。（1956）学习成果或表现。设计/方法/方法数据是从本科生的最后一年收集的。随后，使用MSLQ的一部分，对学生的识别号进行匹配，以观察初始，最终评估和问卷的回答（Pintrich等，1991）。对假设进行了测试，并使用多元回归分析和多项式逻辑回归分析对数据进行了分析。结果学生的学习策略和上课率实际上是相关的。因此，课堂出勤率，学生的学习时间和学期中考试可以解释超过34.0％的差异。结果显示，上课人数 学期中的考试和学习时间对学习成绩有显着的积极影响。研究局限性/含意本研究针对加纳一所大学的本科生，可能未必能普遍适用。此外，教师的期望也没有得到控制。另一个潜在的局限性是，TQM是用于本研究的唯一主题领域。实际意义该研究将建议教师与学生单独合作，为每次考试设定适当的目标，并经常提供反馈。结果可能会影响在线教学以及学生在课堂教学中的作用。原创性/价值本文通过研究学生的学习策略，课堂出勤率，学习时间，性别，身份（兼职或全日制学生）会影响学习结果或表现。本文的发现将为教育工作者提供了解学生行为并帮助他们获得学习成功的新方法。