Attendance in a First-year Educational Support Program and Academic Performance Among Allied Health Students in Japan: A Retrospective Observational Study.

内容摘要

This study examined the association between attendance in a first-year educational support program and academic performance among students in allied health education. This retrospective observational study was conducted at a single university and included 67 first-year students enrolled in clinical laboratory technology and clinical engineering programs during the first semester of 2025. Attendance was recorded across 11 sessions of the Introduction to Self-Learning Management program. The program was conceptually informed by self-regulated learning theory and included goal setting, individual learning activities, self-reflection, and instructor feedback. Academic performance was assessed using grade point average (GPA) at the end of the semester. Attendance was analyzed using multiple linear regression and independent-samples t-tests. In multiple linear regression analysis, attendance, academic foundation test score, and mathematics placement test score were included as explanatory variables. Multiple linear regression showed that attendance remained significantly associated with GPA after adjustment for baseline academic performance variables (β = 0.20, 95% confidence interval [CI] 0.06-0.34, P = 0.005), whereas academic foundation test score and mathematics placement test score were not significantly associated with GPA. For descriptive comparison, students with one or fewer absences showed a significantly higher mean GPA than those with two or more absences (mean difference 0.89, 95% CI 0.43-1.34, P = 0.0007, Cohen's d = 1.02). Attendance was positively associated with GPA in this sample. Because of the retrospective observational design and absence of direct self-regulated learning measures, causal interpretation is limited. Prospective studies with controlled designs are needed to determine whether attendance can serve as an indicator for identifying students requiring additional educational support. Many students in allied health programs, such as clinical laboratory technology and clinical engineering, experience difficulties during their first year at university. Developing effective study habits early is important, but educators often struggle to identify students who may need additional support. This study was conducted to explore whether attendance in a first-year learning support program could be related to students’ academic performance. The program, called Introduction to Self-Learning Management, was designed to help students plan their learning, carry out study activities, reflect on their progress, and receive feedback. The researchers examined attendance records from 11 program sessions and compared them with students’ grade point averages (GPA) at the end of the semester. The study included 67 first-year students at a Japanese university. The results showed that students who attended more sessions tended to achieve higher GPAs. In particular, students with few or no absences performed better academically than those who missed multiple sessions. Because this was an observational study, the results do not prove that attendance directly caused better academic performance. These findings suggest that attendance may be associated with academic performance during the early stage of allied health education. Further studies are needed to determine whether attendance monitoring can help educators identify students who may benefit from additional academic support.