Purpose: This paper aims to investigate the relationship between the student's class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance. Design/methodology/approach: Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis. Findings: Students' learning strategies and class attendance are in fact related. Thus, class attendance, students' study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome. Research limitations/implications: This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers' expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student's role in teaching and learning in the class. Originality/value: This paper contributes to literature by examining how the student's learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.