DOI: https://doi.org/10.36719/2663-4619/122/95-101
Aydan Aghamaliyeva
ADA University
Bachelors
https://orcid.org/0009-0005-4236-3824
aydan.aghamaliyeva.musa@gmail.com
Elmina Aliyeva
ADA University
Bachelors
https://orcid.org/0009-0001-7825-791X
ealiyeva.work@gmail.com
Toghrul Aghamaliyev
Academic Zarifa Aliyeva Lyceum
https://orcid.org/0009-0008-5726-664X
totoagamaliyev@gmail.com
Mathematical Modeling of Learning Behaviors in Online SAT Preparation: The Case of CookingSAT
Abstract
This study is based on a survey conducted among 691 participants (≈13%) from the 5,300-member CookingSAT Telegram community. Most respondents were aged 16–18 (mean ≈ 17), with a balanced gender distribution (48% female, 52% male). On average, students reported 6.2 study hours per week (log-mean = 1.83), a preparation period of 4–5 months, and an average SAT Math score of 690 (log-mean = 6.53). Resource use varied: 63% relied on free materials, 42% used official resources, and 36% accessed paid resources. Stress levels also showed variation (19% very low, 33% medium, 31% high, 17% very high).
Regression analysis indicated that each 1% increase in preparation time corresponded to a 0.88% rise in log scores (p = 0.027). Additional weekly study hours negatively affected low-stress students (-2.4%, p = 0.030) but benefitted those under higher stress (+1.4–2.1%). Stress overall was a significant negative predictor: medium stress -8.2% (p = 0.003), high stress -12.9% (p < 0.001), very high stress -12.3% (p = 0.001). Paid resources had a marginal negative effect (-1.97%, p = 0.051), while official materials improved outcomes only for high-stress students (+6.6%, p = 0.016).
Although the model’s explanatory power was modest (R² = 0.087; adj. R² = 0.065), the findings highlight three key insights: sustained preparation consistently improves outcomes, stress is a major barrier, and the effectiveness of resources depends on context. For CookingSAT, this underscores the need to focus less on expanding resources and more on managing motivation and stress.
Keywords: online learning, CookingSAT, study habits, motivation and stress, resources, community-based learning, regression analysis