Investigating the Association Between Student Life Stage and Class Attendance at a South African University of Technology

Abstract Class attendance is often treated as a straightforward expression of student commitment, although the practical capacity to attend may differ considerably across the life course. This study investigates how age, employment, residence, registration status, study level and adult responsibilities shape regular class attendance at a South African university of technology. Student Engagement Theory and role-strain theory are integrated to conceptualise attendance as both an educational behaviour and an opportunity structured by students’ wider circumstances. A quantitative cross-sectional survey was completed by 419 students enrolled in a business faculty. The data were analysed using descriptive statistics, tests of association and binary logistic regression. Regular attendance was widespread, but it was not evenly distributed across the student population. The analysis revealed distinct patterns associated with students’ age, stage of study, and living arrangements, while employment and adult responsibilities were less predictable than conventional assumptions suggest. These findings challenge compliance-based explanations that equate absence with weak motivation. They instead position attendance as an issue of inclusive access to teaching, academic interaction and institutional support. The study contributes evidence from a university of technology in the Global South and demonstrates why attendance policies should recognise heterogeneity in students’ life circumstances. More responsive timetabling, accommodation support and differentiated engagement strategies may help institutions sustain participation without weakening academic expectations.