Beyond Quiz Scores
LMS Behavioral Metrics and Their Association with Summative Performance in Higher Education
Bibliographic Data
| ID | 22043577 |
|---|---|
| Authors | Marko Radovan (0000-0002-6564-9201, University of Ljubljana, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 5 |
| Pages | 772 |
| Publication date | 2026-05-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16050772 |
| OpenAlex | W7161818111 |
| Language | EN |
| References cited | 19 |
This study investigates how ongoing low-stakes quizzes and other learning management system (LMS)-based activities relate to performance on a summative course quiz in higher education. We analyzed course data from 37 first-year undergraduate students. Data were extracted from Moodle and covered weekly quiz scores across ten quizzes, number of attempts, attempt duration, latency between quiz release and first attempt, and student engagement with course materials. Descriptive statistics, Pearson correlations, and partial correlations were used to examine these relationships. The findings consistently point in the same direction: when and how often students engaged with quizzes mattered far more than how well they scored on them. Longer latency—that is, delaying the first quiz attempt after release—was strongly negatively associated with final quiz performance, while students who attempted quizzes more frequently and completed them more quickly tended to perform better. Among course materials, viewing the core lecture handouts showed the strongest positive association with final scores, while additional reading, Moodle lesson completion, and Padlet participation showed weaker but statistically significant positive associations. Topic materials were not significantly associated with final quiz performance. Partial correlation analyses confirmed that latency, number of attempts, and handout views each remained independently associated with final performance after controlling for average quiz score, suggesting these behavioral indicators capture something that raw accuracy alone does not. These results align with testing-effect and self-regulated learning research and point to a clear practical implication: course designs that encourage early, repeated engagement with structured core materials are likely to support better student outcomes than those that rely primarily on quiz scores as a proxy for learning
Correlation · Course evaluation · Higher education · Learning Management · Positive correlation · Student engagement · Summative assessment · Innovations in Educational Methods · Innovative Teaching and Learning Methods · Innovative Teaching Methods
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Identifying significant indicators using LMS data to predict course achievement in online learning
Learning analytics should not promote one size fits all
Test-Enhanced Learning
The Instructional Effect of Feedback in Test-Like Events
Developing the theory of formative assessment
The relationship between procrastination and academic performance
Self-regulated learning strategies & academic achievement in online higher education learning environments
What are the indicators of Student Engagement in Learning Management Systems? A Systematized Review of the Literature
Utilising learning analytics to support study success in higher education
The nature of procrastination
Understanding procrastination
Predictors of procrastination in first-year university students
Becoming a Self-Regulated Learner
| Highly cited | No |
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