Academic Performance in Higher Education and its Association to Active Participation in the Moodle Platform

This study analyzes the association between quantity and type of access to the Moodle platform in a subject and the academic results of all students (N = 229) enrolled in their first year of psychology studies. Analysis of variance, Pearson's correlations and multiple regression analysis were used. The results show that the use of active teaching-learning strategies is associated with better academic results. These findings underscore the importance of active student involvement, as opposed to merely accessing available information.