Tracking Student Engagement through Data Analytics: Moodle’s Usage Shift as Face-To-Face Classes Opportunities Increase
Moeketsi Mosia 
, Potso Molebatsi , Eva Mamabolo & Simon Adjei Tachie
Issue: Vol.6 No.9 Article 1 pp.1777 – 1786
DOI: https://doi.org/10.38159/ehass.2025691 | Published online 18th August, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Learning Management Systems (LMS), such as Moodle, have become increasingly important in delivering education in recent years. With the advent of technology and the outbreak of the COVID-19 pandemic, the use of LMS has taken on a new dimension, as most teaching and learning rely on their capabilities. The present study aimed to investigate the impact of the increase in the opportunities for face-to-face classes on the level of student engagement on Moodle. The study used a sequential explanatory research design to explore students’ engagement on Moodle, and data was gathered through questionnaires. Quantitative data was coded and analysed using descriptive statistics. The results showed a statistically significant increase in the mean engagement of students in Moodle between the years 2021 and 2022, with a mean increase of 6.15 hours. The study supports previous research which revealed that using educational technology, such as Moodle, can positively impact student engagement in the classroom. However, despite the widespread acceptance that higher education will not be the same post-pandemic, there is limited research to support this assumption. This study contributes to the limited literature by providing evidence on the impact of face-to-face classes on student engagement on Moodle. It highlights the need for further research to determine the sustainability of the improvement over time.
Keywords: Data Analytics, Student Engagement and Moodle
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Dr. Simon Adjei Tachie is a senior lecturer in mathematics education at the School of Mathematics, Science, and Technology Education, North-West University, Potchefstroom campus. He is a member of the Research Ethics Committee (NWU) and part of the North-West University supervisory team, overseeing Honours, Master’s, and Doctorate projects. Dr. Tachie has successfully graduated five Master’s students and two PhD students. He has served as an external examiner for various universities within the country and as an ad-hoc manuscript reviewer for many accredited journals. He has published numerous articles in peer-reviewed accredited journals and contributed to scholarly book chapters. Additionally, he has presented research papers at international, national, and local conferences and attended many workshops for personal growth and development.
Mrs. Kelibone Eva Mamabolo is a lecturer in the Department of Computer Science and Information Technology at the Faculty of Natural and Applied Sciences, Sol Plaatje University. Mrs. Mamabolo is a committed scholar-practitioner whose research explores the integration of learning analytics with cognitive load theory to improve the teaching and learning of programming in higher education. Her current work investigates the impact of instructional complexity on student engagement and performance, using a theory-driven approach to learning analytics to bridge gaps between behavioural data and pedagogical practice.
She supervises Honours and postgraduate research projects, mentors students in national innovation and hackathon competitions, and contributes to curriculum innovation that promotes evidence-based digital teaching strategies.
Mr. Molebatsi is a results-driven Monitoring and Evaluation Officer at the University Capacity Development Programme (UCDP) office of Sol Plaatje University. He holds a master’s degree in astrophysics from North-West University and brings a strong analytical foundation to his role, having previously served as a data analyst intern. Mr. Molebatsi leverages his technical expertise to support data-informed decision-making through tools such as Power BI, with a focus on tracking and evaluating initiatives like the New Generation of Academics Programme (nGAP).
Dr. Moeketsi Mosia is a seasoned academic, professional and leader with extensive experience in mathematics, mathematics education, and machine learning. As the Director of the Centre for Teaching, Learning and Programme Development at Sol Plaatje University, he has made a significant impact on the academic landscape. Prior to this role, he was the Head of the Department, teaching mathematics, mathematics education, probabilistic machine learning and Data Science with R programme. Throughout his career, Dr Mosia has been associated with multiple South African universities as an academic and research fellow. He has effectively supervised numerous Masters and PhD students to successful completion. As a scholar, he has published various research articles in both international and national peer-reviewed journals. He holds a Master of Science in Mathematical Statistics and a PhD in Mathematics Education, with a focus on integrating multiple software to enhance understanding of Euclidean Geometry. Moeketsi’s research interests are diverse, encompassing Learning Analytics, Probabilistic Machine Learning, and Student Learning in Higher Education. Additionally, as a certified Artificial Intelligence Cloud Engineer, he is committed to staying at the cutting edge of technological advancements within his domain.
Mosia, Moeketsi, Potso Molebatsi, Eva Mamabolo, and Simon Adjei Tachie. “Tracking Student Engagement through Data Analytics: Moodle’s Usage Shift as Face-To-Face Classes Opportunities Increase.” E-Journal of Humanities, Arts and Social Sciences 8, no. 9 (2025): 1777–86. https://doi.org/10.38159/ehass.2025691.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
