Exploring the Relationship Between Learning Management System Usage and Student Academic Performance in Online Courses

Dendi Wahyudi; Arman Maulana; Ayatul Husna

Authors

Dendi Wahyudi Department of Educational Technology, Universitas Terbuka, Banten, Indonesia
Arman Maulana Department of Educational Technology, Universitas Terbuka, Banten, Indonesia
Ayatul Husna Department of Educational Technology, Universitas Terbuka, Banten, Indonesia

Keywords:

learning management system, learning analytics, academic performance, online learning, student engagement

Abstract

The widespread adoption of Learning Management Systems (LMS) has transformed online learning in higher education by providing flexible access to learning resources, assessments, and collaborative activities. Despite extensive LMS implementation, the extent to which different patterns of LMS usage influence student academic performance remains inconclusive. This study aimed to examine the relationship between LMS usage and student academic performance in online courses using a learning analytics perspective. A quantitative explanatory correlational design was employed involving 286 undergraduate students enrolled in online and blended learning courses. Data were obtained from institutional LMS log records and official academic records, including login frequency, learning material access, learning duration, assignment submission, discussion forum participation, quiz completion, and final course scores. The data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The findings revealed that access to learning materials, discussion forum participation, quiz completion, and assignment submission significantly and positively influenced academic performance, whereas login frequency was not a significant predictor after controlling for other variables. The regression model explained 50.1% of the variance in students' academic performance. These findings demonstrate that meaningful engagement with LMS learning activities contributes more substantially to academic success than simple platform access. The study highlights the importance of integrating learning analytics into online learning management to support evidence-based instructional strategies and early academic intervention.

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