Perception of classroom attendance and academic performance: evidence from Oman

Abstract

This research aimed to determine the link between students' attendance of classes and its effect on academic performance. The statistical sample was taken from Omani students studying in colleges or universities. The context of perceptions on classroom attendance and its effect on academic performance has been tested by employing PLS path modeling (PLS-SEM). The result revealed that the perception of classroom attendance, students centered, has a significant relationship with academic performance. Further, the findings also confirmed that the perception of classroom attendance, teacher-centered, has a significant relationship with academic performance. Therefore, the variables of academic performance, namely, student-centered perception of classroom attendance and teacher-centered perception of classroom attendance, complement each other and increase academic performance.