Background/purpose: Low attendance rates in undergraduate (UG) programs represent a critical issue for higher education institutions (HEIs), as they directly impact both individual and institutional success. This study investigates the influence of moderating variables such as age and gender on the effect of student absenteeism on mathematics performance. If the impact of low attendance on student performance goes unaddressed, it becomes a significant risk to their overall success in the UG program as well as their future career prospects. Materials/methods: In order investigate the impact of absence on performance on mathematical tests, this study used a quantitative methodology. Data was gathered from 489 GFP students taking a mathematics course. A multiple linear regression (MLR) analysis was conducted to determine whether these independent variables serve as significant predictors of mathematical performance. The Pearson product-moment correlation was used to examine potential relationships between math grades and absenteeism in both males and females across various age groups. Results: Statistical analysis revealed a strong negative correlation between absenteeism and academic performance. The study reveals that a small group has significantly high absenteeism, and results show the influence of each variable on the effect of absenteeism on performance. Conclusion: To foster classroom participation, stronger attendance standards or reassessments are necessary. If there are good reasons for absenteeism among age groups, efforts to make hybrid learning more successful should also be considered.