Abstract:

Face-to-face teaching is considered the priority system at the University of Barcelona, although a gradual decline in student attendance has been observed in the last few years. This study focuses on the student’s attendance to the classes of the subject Physiology and Pathophysiology III of the Pharmacy Degree and its correlation with scheduled continuous assessment exams dates for all the subjects within the same academic year. Students are distributed into three morning groups and one afternoon group. Continuous assessment exams for this subject and others take place either at noon (between morning and afternoon classes) or during the same hour as the theory class.

Throughout the 2023-2024 academic year, teachers manually recorded the number of students attending theory classes and seminars. Moreover, a survey was conducted to capture student satisfaction with the overall development of the subject, specifically with face-to-face teaching. The survey also sought reasons for non-attendance in classes and seminars. On the day of the final exam, 295 students, representing 88% of the cohort (336 students), voluntarily and anonymously responded to the survey.

Results indicate a high initial commitment to attend face-to-face classes, ranging from near the 100% attendance in some morning groups to 53% in the afternoon group. These percentages remained stable for two weeks but progressively decreased, reaching lower percentages (ranging from 38% in morning groups to 20% in the afternoon group) in the weeks leading up to the final exams. Notably, scheduled exams lead to a significant drop in attendance in morning groups but not in the afternoon group.

Survey responses reveal positive evaluations of the general organization of the subject (97%) and face-to-face teaching (93%). However, when asked about commitment to attending face-to-face classes, 76% responded positively, while seminars attendance decreased to 63%. The primary reason cited by students for skipping classes was time constraints due to other continuous assessment exams, and this fact is evident in the decrease in attendance just before such exams. The observed decline in attendance during the final weeks can be attributed to the proximity of the final exams.

In conclusion, students express a positive perception of face-to-face teaching, yet absenteeism is on the rise due to the high volume of activities associated with continuous assessment. Consequently, university teachers should explore evaluation methods that incentivize class attendance or ensure that attendance substantially enhances the learning process.

Keywords:

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