Exploring the Relationship between Online Learning Behavior and Onsite Assessment Scores of the Students

Kristine T. Basa, Junial Teresse B. Beo, Raevene P. Delgado, Nicole Margarette R. Mariano, Patricia Emanuelle P. Regala, Joseline M. Santos, Susana C. Velasco and Rowena May T. David
Additional contact information
Kristine T. Basa: College of Education Bulacan State University
Junial Teresse B. Beo: College of Education Bulacan State University
Raevene P. Delgado: College of Education Bulacan State University
Nicole Margarette R. Mariano: College of Education Bulacan State University
Patricia Emanuelle P. Regala: College of Education Bulacan State University
Joseline M. Santos: College of Education Bulacan State University
Susana C. Velasco: College of Education Bulacan State University
Rowena May T. David: College of Education Bulacan State University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 2440-2453

Abstract: The shift in online learning led to some concerns, such as learner participation and its effect on their academic performance. But despite these existing problems, earlier studies have attributed improved performance to effective online learning approaches. The integration of online learning platforms in education transformed students’ learning behaviors, but it remains unclear how these online study behaviors influence the performance of the students in onsite assessments. The key concern of this study was to understand how the learning behaviors of the students affect their performances in onsite assessments. Therefore, this research aimed to determine the relationship between online study behavior and onsite assessment scores of the students. Providing empirical evidence would contribute valuable insights that might help to address the gaps in terms of student academic outcomes and can guide educators in developing more effective online learning strategies that enhance students’ performance in traditional assessments. A mixed-methods design was used and utilized an adopted-modified survey questionnaire and interview guide. Results indicate that the students often participate, have good learning routines, and monitor themselves in online learning. Meanwhile, students who experience challenges affect their capability to retain and apply their knowledge effectively, resulting in lower onsite assessment outcomes. Statistical analysis revealed that there is a notable connection between online study behavior and onsite assessment scores of the students. However, there is only a weak correlation between these two, and future researchers should consider other factors such as motivation and prior knowledge to determine the strong relationship between these two variables.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-6/2440-2453.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... res-of-the-students/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-6:p:2440-2453

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().