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Frontiers in Educational Research, 2022, 5(19); doi: 10.25236/FER.2022.051910.

Investigating Online Behavioral Learning Engagement and Performance based on LMS Data amid COVID-19: Does Gender Really Matter?


Chenjuan Jiang, Dandan Liu

Corresponding Author:
Chenjuan Jiang

School of Foreign Studies, Jiangnan University, Wuxi, 214122, China


Learning management systems (LMSs) have been widely used in Chinese higher education institutions. This study investigated student learning engagement of English as a foreign language (EFL) on an LMS among 109 Chinese undergraduates and the relationship between online learning behavioral engagement and learning outcome. The results showed that most students devoted themselves to epidemic-induced online EFL learning and achieved desirable learning performance. But they have encountered a few challenges. Regression analysis showed that student engagement data on the LMS can predict their learning outcomes. Student participation in interactive activities can predict 18.6% of the variance in students’ final test scores. T-test analysis of variances revealed that female students showed higher online learning engagement and performance than their male counterparts. Moreover, the correlation between online behavioral engagement and the learning outcome is stronger in female students than that in male students. Educational implications, limitations, and directions for future research are discussed.


Online Behavioral Learning Engagement; Learning Performance; Gender; LMS Data

Cite This Paper

Chenjuan Jiang, Dandan Liu. Investigating Online Behavioral Learning Engagement and Performance based on LMS Data amid COVID-19: Does Gender Really Matter?. Frontiers in Educational Research (2022) Vol. 5, Issue 19: 47-59. https://doi.org/10.25236/FER.2022.051910.


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