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Background <p>Traditional reliance on lectures, characterized by passive knowledge transfer, has been linked to reduced student engagement and increased absenteeism. However, effective strategies to address absenteeism in theoretical classes remain underexplored.</p> Aim <p>This study aimed to identify effective strategies for improving attendance and engagement in theoretical classes from the perspective of students at the School of Public Health, Zabol University of Medical Sciences.</p> Methods <p>A descriptive cross-sectional study was conducted in 2023 among 200 undergraduate students. Data were collected using a validated questionnaire covering demographic variables and potential absenteeism-reduction strategies. Statistical analyses were performed using SPSS version 26, including independent t-tests (gender/marital status), Pearson correlation (age), one-way ANOVA with Tukey’s post-hoc test (field of study and semester), and multiple linear regression to identify predictors of perceived effectiveness.</p> Results <p>Most participants were female (66%) and single (84%). The most highly rated strategies included enforcing dormitory regulations to improve rest, encouraging active participation, optimizing classroom environments, avoiding pre-prepared lecture notes, and employing educational aids. No significant associations were found between strategies and gender or marital status (<i>p</i> = 0.378). Significant differences were observed by field of study and semester (<i>p</i> = 0.017), with discontinuous public health and seventh-semester students reporting higher mean scores. Age also showed a significant correlation with absenteeism strategies (<i>p</i> = 0.01). The regression model was statistically significant (F = 3.14, <i>p</i> = 0.009; Adjusted R² = 0.18), revealing that age (β = 0.25, <i>p</i> = 0.002) and academic semester (β = 0.19, <i>p</i> = 0.014) were significant positive predictors of students’ perceived effectiveness of absenteeism-reduction strategies.</p> Conclusion <p>Addressing absenteeism in higher education requires multifaceted approaches integrating environmental, pedagogical, and institutional factors. The findings highlight that older students and those in higher semesters are more likely to value absenteeism-reduction strategies, offering evidence-based insights to guide educational and policy reforms aimed at enhancing student attendance and engagement in medical education.</p>

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Strategies to reduce students absenteeism at Zabol university of medical sciences

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月15日

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  • Parvaneh Isfahani,
  • Marziye Arefy,
  • Mohammad Sarani,
  • Aliyeh Bazi,
  • Mahdieh Poodineh Moghadam,
  • Fatemeh Bolagh,
  • Mahnaz Afshari

摘要

Background

Traditional reliance on lectures, characterized by passive knowledge transfer, has been linked to reduced student engagement and increased absenteeism. However, effective strategies to address absenteeism in theoretical classes remain underexplored.

Aim

This study aimed to identify effective strategies for improving attendance and engagement in theoretical classes from the perspective of students at the School of Public Health, Zabol University of Medical Sciences.

Methods

A descriptive cross-sectional study was conducted in 2023 among 200 undergraduate students. Data were collected using a validated questionnaire covering demographic variables and potential absenteeism-reduction strategies. Statistical analyses were performed using SPSS version 26, including independent t-tests (gender/marital status), Pearson correlation (age), one-way ANOVA with Tukey’s post-hoc test (field of study and semester), and multiple linear regression to identify predictors of perceived effectiveness.

Results

Most participants were female (66%) and single (84%). The most highly rated strategies included enforcing dormitory regulations to improve rest, encouraging active participation, optimizing classroom environments, avoiding pre-prepared lecture notes, and employing educational aids. No significant associations were found between strategies and gender or marital status (p = 0.378). Significant differences were observed by field of study and semester (p = 0.017), with discontinuous public health and seventh-semester students reporting higher mean scores. Age also showed a significant correlation with absenteeism strategies (p = 0.01). The regression model was statistically significant (F = 3.14, p = 0.009; Adjusted R² = 0.18), revealing that age (β = 0.25, p = 0.002) and academic semester (β = 0.19, p = 0.014) were significant positive predictors of students’ perceived effectiveness of absenteeism-reduction strategies.

Conclusion

Addressing absenteeism in higher education requires multifaceted approaches integrating environmental, pedagogical, and institutional factors. The findings highlight that older students and those in higher semesters are more likely to value absenteeism-reduction strategies, offering evidence-based insights to guide educational and policy reforms aimed at enhancing student attendance and engagement in medical education.