Quantifying the Effect of Online Tutorial Engagement Duration on Student Academic Performance in Distance Learning

Abstract

This study quantifies the effect of online tutorial (Tuton) engagement duration on student academic performance at Universitas Terbuka (UT), Indonesia’s largest open university. Using behavioral log data from 287 students enrolled in the Writing II course (PBIS4312), this research examined the relationship between time spent in online tutorials (Tuton_hours), examination duration (Exam_hours), and final academic scores. Descriptive statistics, Pearson correlation, and linear regression analyses were applied. Results revealed that Tuton engagement hours averaged 78.15 hours (SD = 17.44), with a statistically significant positive correlation with final scores. Regression analysis confirmed that Tuton_hours is a significant predictor of academic performance (β = 0.41, p < 0.01). Exam_hours demonstrated a mediating effect in the engagement–performance relationship. These findings underscore the value of duration-based learning analytics in predicting student outcomes and designing early intervention systems in distance education contexts.