Relationship Between Study Time, Use of Adaptive Digital Learning Platforms, and Academic Performance in University Mathematics Education

Abstract

This study analyzes the relationship between study time, academic engagement, and student performance in the Mathematics I course among students who use the ALEKS platform across different campuses of the Universidad Tecnológica de Honduras. By observing patterns of dedication and progress, key factors influencing learning effectiveness were identified. The results indicate that time invested in the platform contributes to academic performance; however, its impact depends on the level of student engagement and how learners manage their study time. The findings show that simply increasing the number of hours is insufficient; rather, consistency, organization, and the quality of the work performed are decisive elements of academic success. The study highlights the need to promote differentiated pedagogical strategies and early support mechanisms that strengthen adaptive learning and student participation.