The Future of Education

This study aims to analyze the relationship between average class attendance and academic risk conditions among university students, through a statistical association approach in higher education. A quantitative, correlational, and cross-sectional design was conducted using a secondary open-access dataset comprising 328 observations. Class attendance was considered a behavioral academic indicator, while academic risk conditions were treated as the dependent variable. The analysis included descriptive statistics, contingency tables, and the application of Pearson’s Chi-square test (x² = 50.16; df = 35; p = 0.0466), complemented by Cramer’s V (V = 0.391). The results revealed a statistically significant association of moderate magnitude. From an applied perspective, the findings suggest that class attendance can be used as a useful indicator for early monitoring of academic risk in higher education, supporting evidence-based decision-making and institutional strategies focused on student performance.