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

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.