Learning Management Effectiveness and Student Academic Achievement: The Sequential Effects of Planning, Implementation, and Evaluation

Apan Apan

doi:10.63922/ijevss.v5i04.6852

Apan Apan Sekolah Tinggi Ilmu Ekonomi IGI

DOI: https://doi.org/10.63922/ijevss.v5i04.6852

Keywords: educational management, learning management, learning planning, learning evaluation, student academic achievement, PLS-SEM

Abstract

This study examines learning management effectiveness and its relationship with student academic achievement through a sequential process involving student understanding, learning planning, learning implementation, and learning evaluation. A quantitative explanatory design was employed with 200 elementary school teachers selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The results showed that Student Understanding significantly influenced Learning Planning (β = 0.878, p < .001), Learning Planning significantly influenced Learning Implementation (β = 0.847, p < .001), and Learning Implementation significantly influenced Learning Evaluation (β = 0.841, p < .001). Learning Planning (β = 0.366, p < .001), Learning Implementation (β = 0.280, p < .001), and Learning Evaluation (β = 0.222, p = .001) significantly influenced Student Academic Achievement, whereas the direct effect of Student Understanding was not significant (β = 0.098, p = .148). The complete sequential pathway from Student Understanding through Planning, Implementation, and Evaluation to Student Academic Achievement was significant, indicating that learner-related information contributes to achievement primarily when translated into coordinated managerial actions. The model explained 83.5% of the variance in Student Academic Achievement. These findings strengthen a process-oriented perspective of educational management by demonstrating that learning effectiveness depends on the continuity of planning, implementation, and evaluation rather than on isolated instructional activities.

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