This study investigates the relationship between university students’ video log data and their academic achievement in online compulsory courses during the 2023–2024 academic year in a foundation University in İstanbul. Data were collected from students (N= 500) who consistently attended four online courses (Atatürk's Principles and History of Reforms, Computer Applications, Turkish Language, and English) delivered via a learning management system. Video viewing durations and click counts were obtained from log records, while academic scores were retrieved from the student information system. Non-parametric tests (Mann–Whitney U, Kruskal–Wallis H) were used due to non-normal data distribution. Results showed statistically significant differences in video engagement and academic achievement by gender, nationality, and course type. The findings highlight the role of student engagement patterns in predicting academic achievement in distance education environments.
Acar et al. (Tue,) studied this question.