The Rwandan education system places significant emphasis on mathematics as a foundational subject for students pursuing careers in science and technology. Despite this, students have encountered persistent challenges in achieving success in mathematics. To address this issue, a research project investigated the link between class attendance and academic performance in mathematics within Rwandan public secondary schools. Additionally, the study aimed to identify factors influencing class attendance and assess interventions to enhance attendance. The research combined qualitative and quantitative methods, employing correlation analysis and a descriptive design. It involved 382 students, with 195 selected through random and purposive sampling. Data collection included questionnaires and interviews, and analysis was conducted using SPSS Version 21 and Microsoft Excel. The study revealed a significant, positive correlation (p-value of 0.01, r = 0.827) between class attendance and mathematics performance, highlighting the pivotal role of regular attendance. Irregular attendance resulted in delayed assignments, lower scores, and incomplete notes, hindering overall mathematics performance. Factors influencing attendance included motivation, socioeconomic disparities, health issues, peer pressure, and teaching methods. Long travel distances were a common obstacle. Proposed solutions included technology integration, personalized learning, parental involvement, and enhanced teacher training. Financial challenges, including low income and school expenses, also impacted attendance. Most teachers and students agreed that long distances affected attendance. The study recommended parental support, engaging teaching methods, government investment in resources, and professional development for teachers. Students were encouraged to take personal responsibility for their education.

Keywords : Students’ class attendance; academic performance in mathematics subject.