The Relationship between Learning Behavior and Academic Achievement of Students Studying Statistical Economics
Keywords:
academic achievement, Economics statistics, Learning behaviorAbstract
This study aimed to 1) examine students’ learning behaviors and academic achievement, 2) compare learning behaviors and academic achievement between male and female students, and 3) analyze the influential relationship between learning behaviors and academic achievement of students enrolled in the Economics Statistics course using a student learning behavior record form. Data was collected from 93 students enrolled in this course. The data collected included assignment submission, student uniform, teamwork, classroom participation, midterm exam scores, final exam scores, gender, and academic achievement in the Economics Statistics course in the second semester of the academic year 2024. The statistics used for data analysis included descriptive statistics, namely the average and standard deviation of the variables, and inferential statistics, namely the independent samples t-test and multiple regression analysis.
The results indicated that the average academic achievement of students on the Economics Statistics course was at grade C, which is considered satisfactory. The comparative analysis of learning behaviors and academic achievement between male and female students revealed that female students had significantly higher assignment submission behavior than male students at the 0.10 level of statistical significance. Although female students had slightly higher average scores than male students in all other aspects, these differences were not statistically significant. Furthermore, the multiple regression analysis revealed that final exam scores, midterm exam scores, and assignment submission scores had a statistically significant positive influence on academic achievement at the 0.01 level. Other variables did not show a statistically significant influence on students’ academic achievement.
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