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This study examines the impact of teaching methods, assessment formats, self-study habits, and personal characteristics (e.g., gender, religion, and attendance) on the academic performance of Information Technology students at Binh Duong University. Using descriptive statistics, Pearson correlation, and regression analysis, the research evaluates factors contributing to Course Learning Outcome (CLO) attainment. Findings indicate that interactive teaching and practice-based assessments are positively aligned with exam scores. Notably, accumulated self-study time shows a strong correlation with course completion (r = 0.79), underscoring the importance of learning behaviors. The results provide a data-informed foundation for enhancing assessment strategies and promoting student-centered approaches in digital education.

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A Novel Approach to Analyze the Correlation Between Assessment Methods and CLO Learning Outcomes in Higher Education

  • 会议论文

  • 发表日期：

    2026年

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  • Ngoc Mai Nguyen Thi,
  • Thanh Son Nguyen,
  • Tri Nhut Do

摘要

This study examines the impact of teaching methods, assessment formats, self-study habits, and personal characteristics (e.g., gender, religion, and attendance) on the academic performance of Information Technology students at Binh Duong University. Using descriptive statistics, Pearson correlation, and regression analysis, the research evaluates factors contributing to Course Learning Outcome (CLO) attainment. Findings indicate that interactive teaching and practice-based assessments are positively aligned with exam scores. Notably, accumulated self-study time shows a strong correlation with course completion (r = 0.79), underscoring the importance of learning behaviors. The results provide a data-informed foundation for enhancing assessment strategies and promoting student-centered approaches in digital education.