In the School of Engineering at Universidad de la República, Uruguay, first-year courses face challenges such as high failure and disengagement rates, exacerbated by a large and heterogeneous student population. In 2022, upon returning to in-person conditions like those pre-pandemic, low student attendance was observed. This study examined the classroom attendance, assessment participation, use of recorded lectures, and study modes of Computer Engineering students during the 2022s term in a post-pandemic scenario. Data collected through a voluntary paper-based survey at mid-term assessments focused on students attending at least one of the eight compulsory courses in the degree’s first year. For most courses, the results showed statistically significant differences in academic performance between students who attended practical classes and those who did not, performing better academically. Attendance at assessment sessions was higher than in-person courses, indicating that students prioritize participating in assessments even if they do not regularly attend classes. Approximately 76% of the students stated they used the recorded lectures, regardless of class attendance. The relationship between study modes and academic performance varied by course. This research deepens understanding of how students approach initial degree courses throughout the semester. It emphasizes the importance of attending practical classes for academic success, advocates for further exploration of recorded lectures’ impact on learning, and highlights the examination of course modalities and their effects on academic performance. The study also provides insights into student engagement in faculty activities in a post-pandemic scenario and suggests guiding educational policies.