Online Learning Makes Student Perform Better: A Quantitative Study of Interactivity During Class and Academic Performance Among USIM Students
Keywords:Online learning, Student performance, Interactivity during class, Academic performance, USIM students, Quantitative study, E-learningVirtual education, Distance learning, Online education, Learning outcomes, Academic achievement, Student engagement, Educational technology Blended learning
The purpose of this thesis is to investigate the effect of interactivity in online learning on student academic performance. Online learning has become a popular method of education, but the lack of interaction in some online courses has been a concern. This study aims to explore the ways in which interactivity in online learning can be enhanced to improve student academic performance. The research was conducted using a quantitative method, with a sample of students enrolled in online courses at a university. Data was collected through a survey, which measured students’ perceptions of interactivity in their online course and their academic performance. The results of the study showed that there is a positive correlation between interactivity in online learning and student academic performance. The findings suggest that incorporating interactive elements, such as discussion boards, collaborative projects, and real-time interactions, can improve student engagement and ultimately lead to better academic outcomes. This research contributes to the understanding of how interactivity in online learning can be used to enhance student academic performance and can serve as a reference for educators and instructional designers in developing interactive online courses.
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