A number of studies have examined the concern about students' absenteeism in the tertiary institutions, but very little appears to have been done on engineering education in the Caribbean. This paper presents the findings of a study carried out which examined the correlates of students' attendance, participation and performances in tertiary engineering education module with the view to determine the relationships between attendance, participation and performance. The sample of the study consisted of 24 students enrolled in Engineering Statics of the Bachelor of Engineering programme. The instruments used to collect data were students' attendance and performance records, and observations. Data collected were analyzed using descriptive statistics and p-value summary. The findings of the study showed that there was a positive and significant relationship between students' attendance, participation and performance in class. The relationship between attendance and performance was shown to have a correlation coefficient of 0.656 while the relationship between participation and performance was 0.587.

This study examined the effects of active learning and traditional lecturing on the academic performance of Particle Technology students in order to identify the more effective teaching strategy. Two active learning models, namely, cooperative and collaborative learning were used. The population of the study consisted of thirty-eight third year students enrolled in the Bachelor of Engineering in Chemical Engineering program in one of the universities in one of the Caribbean Island. The post-test only control group experimental design was employed for the study while the instruments used to collect data were midterm tests and a final examination. The data collected was subjected to an independent t-test analysis (α = 0.05), using the SPSS statistical software application. The findings indicated that students taught with traditional lecturing performed significantly better (mean P = 0.01) than those taught using active learning strategies. Males and female participants taught with traditional lecturing also performed better than their counterparts taught with active learning. Based on the findings of the study, it was recommended that students be better sensitized about new teaching strategies being implemented, Particle Technology teachers recognize the value of traditional lecturing, appropriate measures be implemented to achieve comparable attendance among study groups and future studies should focus on understanding the characteristics of female students which results in them exhibiting enhanced learning compared to their male counterparts.