Online Student Engagement and Mathematics Performance in the Learning Management System: A Path Analysis (74739)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Peik-Foong Yeap

Thursday, 23 November 2023 11:20
Session: Session 2
Room: Room 607
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The main objective of the study was to explore the relationships between students‘ learning management system analytics, online engagement, and mathematics performance. The study utilized a causal quantitative research design employing path analysis to find the indirect and direct effects of students’ learning management analytics and the mediating role of online engagement in mathematics performance. A total of 835 freshmen students participated in the study. Students' analytics were evaluated using their number of participation and number of page views in a specific course in mathematics. Students across sexes and colleges have a high level of online engagement in terms of cognitive, behavioral, and psychological aspects. While students’ mathematics performance across sexes and colleges is interpreted as very good, The mediating role of online engagement between students’ analytics and mathematics performance was investigated using path analysis. Results revealed that psychological engagement is a mediating factor between the number of participation and Math Performance. The findings further show partial mediation since the number of participation and page views also showed significant direct effects on online engagements and mathematics performance. The study concludes that students with higher participation in learning management systems are associated with higher online engagement. It is recommended that intervention strategies be incorporated into online course design to reinforce students' positive psychological engagement, such as providing meaningful and inspiring activities accompanied by instructors' guidance and feedback. This is because this study has shown that psychological engagement plays a significant mediating role between learning analytics and mathematics performance.

Geraldine Abella, University of St. Lasalle, Philippines
Chard Aye Alova, University of St. La Salle, Philippines
Jan Raymund Tirado, University of St. La Salle, Philippines
Mark Xavier Guanzon, University of St. La Salle, Philippines

About the Presenter(s)
Dr GERALDINE ABELLA is a University Assistant Professor/Lecturer at University of St. Lasalle in Philippines

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00