Aligning Student Behavior, Pedagogy, and Academic Performance Thorough Learning Analytics: A systematic Methodological review

Abstract

This article focuses on a systematic review of literature in reviewing methodologies related to the key concept of Learning Analytics (LA) along with the concepts of pedagogy, student behavior and academic performance. The Higher Education (HE) setting has faced rapid change, with respect to the massive changes taken place in technology. Teacher-centered learning methodology is converted to learner and learning-centered, while promoting active learning over passive learning, through technology. 16 extracted articles that are published within the time span of 2010 to 2018 have been reviewed and a descriptive discussion on the methodological implications of these papers was conducted in terms of research approach, research design, sampling strategy, Collection of data, data analysis, reliability, and validity measurements. Findings of the study highlighted the use of a variety of methodologies in the context and the quantitative approach has been emphasized in majority of the papers. Most of the papers have utilized the quantitative approach to understand the students' engagement and performance in a quantitative base, where methodological gaps have been identified to understand the learning quotient, which could be addressed through future studies.