Exploring students' learning experience toward the learning management system and the impact on their academic performance

Abstract

Learning Management Systems (LMS) are widely used in higher education to enhance learning access and flexibility. However, the link between LMS engagement, such as time spent online and the use of learning analytics and academic performance remains unclear. This study investigates the relationship between students’ LMS usage patterns (time spent, independent learning behavior, learning analytics utilization, and GPA) and their academic performance in a Basic Electronics course at a major university in Aceh, Indonesia. Data were collected using a validated questionnaire with 45 items (Cronbach’s alpha = 0.92). The analysis reveals that independent learning behavior and GPA are significantly associated with students’ academic performance. In contrast, time spent on the LMS and the use of learning analytics tools show a weaker or insignificant relationship with assessment outcomes. These findings suggest that promoting learner autonomy and maintaining consistent academic achievement are more critical for success than simply increasing LMS usage. Educators should therefore focus on fostering independent study skills and academic discipline, rather than relying solely on technological engagement metrics.