Overview
This exploratory quantitative analysis examined associations between LMS engagement data and final learning outcomes within a college at a four-year higher education institution. Using ordinal regression, the study explored patterns across face-to-face, hybrid, and online courses. Although the project was not submitted to a peer-reviewed journal, findings were shared with institutional stakeholders and sparked interest in future collaborative research. This work represents an important step in my development of competencies in quantitative research design, applied statistical analysis, and the use of learning analytics to inform instructional decision-making, laying an early foundation for more rigorous, theory-informed research in learning analytics.
At the same time, this study also highlights areas where my research skills continue to develop. The project did not include a comprehensive literature review situating the analysis within broader conversations in learning analytics or learning design research, limiting the theoretical grounding of the study. Methodologically, the use of a full sampling frame rather than stratified sampling, along with limited attention to certain statistical assumptions, constrained the generalizability and interpretive strength of the findings. Recognizing these limitations has deepened my understanding of the importance of aligning research questions, literature framing, and methodological rigor.
If I were to extend this study, I would begin with a more focused research question grounded in a thorough review of current learning analytics scholarship and disciplinary research. I would also incorporate more robust sampling strategies and more explicit attention to statistical assumptions to strengthen the validity and generalizability of results. These refinements reflect my ongoing development as a researcher and my commitment to moving toward more theoretically grounded and methodologically rigorous quantitative inquiry.
Goal & Focus Area Alignment
