Karim, M. A. (2025, March), Impact of Attendance on Student Performance in Environmental Engineering Courses after the End of COVID-19 Intervention: A Case Study  Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi. 10.18260/1-2--54175

\bibitem{asee_peer_54175}
  Karim, M. A. (2025, March), \emph{Impact of Attendance on Student Performance in Environmental Engineering Courses after the End of COVID-19 Intervention: A Case Study}
  Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi.
  10.18260/1-2--54175

M. A. Karim P.E., BCEE, F.ASCE, M.ASEE.  "Impact of Attendance on Student Performance in Environmental Engineering Courses after the End of COVID-19 Intervention: A Case Study".  2025 ASEE Southeast Conference , Mississippi State University, Mississippi, 2025, March.  ASEE Conferences, 2025.  https://peer.asee.org/54175 Internet.  17 Jun, 2025

\bibitem{asee_peer_54175}
  M. A. Karim P.E., BCEE, F.ASCE, M.ASEE.
  "Impact of Attendance on Student Performance in Environmental Engineering Courses after the End of COVID-19 Intervention: A Case Study".
  \emph{2025 ASEE Southeast Conference , Mississippi State University, Mississippi, 2025, March}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54175 Internet.  17 Jun, 2025

@INPROCEEDINGS{asee_peer_54175
author = "M. A. Karim P.E., BCEE, F.ASCE, M.ASEE"
title = "Impact of Attendance on Student Performance in Environmental Engineering Courses after the End of COVID-19 Intervention: A Case Study"
booktitle = "2025 ASEE Southeast Conference "
year = "2025"
month = "March"
address = "Mississippi State University, Mississippi"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54175}
number = {10.18260/1-2--54175}
}

TY  - CPAPER
AB  - During COVID-19 intervention, all the university courses were offered online either asynchronous or synchronous delivery mode. After COVID-19 intervention, most of the universities are trying to go back on face-to-face delivery mode for all levels of courses with the perception that on campus attendance is important for students’ learning performance and campus experience. In this study only the impact of university students’ class attendance on learning performance was investigated. Data from multiple environmental engineering courses taught by the author in a university were used where attendance in classes was not mandatory. All of the courses were junior and senior level courses in engineering programs. Only the data for students who enrolled in the courses, physically attended or not attended classes as well as took all three-midterm exams were used. Cluster analysis and trend analysis methods were used to analyze the data and conclude the findings. Analysis of the data demonstrated no remarkable positive correlation of the students’ learning performance with attendance. In junior level courses more clustered were shown above the 45-degree line compared to senior level courses. Also, in some cases in junior level courses it showed slight positive correlation whereas in senior level courses it showed zero to negative correlation. In terms of weighted average GPA analysis, no statistically significant differences were observed among online, hybrid and F2F delivery modes for all junior and senior level courses. It is obvious that attendance does not have any impact on senior level courses. So, senior level courses can be offered online or hybrid with confidence without losing any student learning.  

Keywords: Attendance; learning performance; environmental engineering courses 
 

AU  - M. A. Karim P.E., BCEE, F.ASCE, M.ASEE
CY  - Mississippi State University, Mississippi
DA  - 2025/03/09
PB  - ASEE Conferences
TI  - Impact of Attendance on Student Performance in Environmental Engineering Courses after the End of COVID-19 Intervention: A Case Study
UR  - https://peer.asee.org/54175
DO  - 10.18260/1-2--54175
ER  -