# Tracing Student Activity Patterns in E-Learning Environments: Insights into Academic Performance
## 3 Methodology and Results
### Correlation between Final Grades and Other Metrics
As a result, further correlation analysis of individual student profiles and behavior patterns was scheduled to better understand the underlying factors and determine the correlations between students' final grades and all the measures associated with transitions within Moodle. Figure 4 is a heatmap that demonstrates the correlation between final grades and all the measures provided in this study (warmer colors, like red, indicate positive correlations, while cooler colors, like blue, indicate negative correlations). It is evident that there is no strong correlation between the students' final grade and a specific state in Moodle or the students' final grade and a specific measure. For example, there is a moderately positive correlation between the state Quiz and Entropy (0.62), indicating that there is a tendency for students who engage in quiz activities within Moodle to exhibit a certain level of predictability or regularity in their navigation patterns within the platform. On the other hand, this result suggests a very weak or almost negligible relationship between these two variables. In other words, there is little to no association between a student's performance and the probability of spending their learning time in the Quiz state. Based on the above indications, it is important to note that correlation does not imply causation, so further analysis is needed to understand the underlying factors that support the context \"final grade-navigation in Moodle\". In an attempt to provide some generalizations and to add more value to this research, the following insights could be drawn:  
Figure 4: Correlations between final grades and all the measures provided in this study. * There appears to be a correlation between students' engagement patterns within Moodle and their final grades. For example, students who exhibit higher levels of activity within the platform, as indicated by their transition probabilities and Frobenius Norm values, may not necessarily achieve higher grades. This suggests that, while it is important, engagement is not the sole determinant of academic success. * Students achieving similar final grades may employ diverse learning strategies within Moodle. For instance, some students may explore a broader array of resources and activities (higher entropy), while others may have more focused navigation patterns. This diversity in strategies highlights the importance of catering to different learning preferences and providing varied learning materials within the platform. * The low probability of visiting certain resources, such as the Glossary, indicates potential inefficiencies in how students utilize educational materials within Moodle. This could be due to a lack of awareness, interest, or clarity regarding the usefulness of these resources. Addressing these inefficiencies could improve overall students' final grades. * The analysis based on the above research strategy reveals the complexity and diversity of student behavior within Moodle. This complexity underscores the need for further research and analysis to better understand the underlying factors influencing student success in online learning environments.