THE EFFECTS OF TEACHERS USE OF LEARNING MANAGEMENT SYSTEM ON STUDENT'S ACADEMIC ACHIEVEMENT IN THE UNIVERSITY OF BAMENDA

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The evolution of the Learning Management Systems or LMS has made teaching and learning a lot more practical, exciting and innovative in higher education. The LMS provides the means and ways for universities to manage and administer courses (Godwin-Jones, 2012). It is mainly a type of application which allows students to obtain materials from lectures, discussions, assessments and as a medium of virtual interaction between instructors and other students (Goh et.al 2013; West, Waddoups, & Graham, 2007; Ronn & Teasley, 2009). Learning is blended and complemented by this tool as instructors can mend or add on to knowledge given using other means besides what is already given in the classroom. Hence learning and teaching takes on a different level which is virtual and online.

In addition, LMS makes it possible for instructors to choose the right kind of blended learning to suit the lessons. For example, the instructor can break the boredom of a classroom session by introducing chat, video conference and discussion boards, depending on how effective the system is in that particular higher institution. By applying this way of teaching, students become more eager to learn the subject as the method is different from the traditional ways or styles of teaching. Furthermore, it increases the level of communication among students and the instructor. Students will not face with the problem of missing out on class lectures and activities as they will be able to access the learning activities and recorded lectures through LMS. By doing this the students are able to access knowledge at their own level of comfort besides encouraging independence and a self-paced learning style. Students’ motivation can be heightened as they are able to manage their learning using the platform. O’Leary (2002) and Breen et al. (2003) mentioned that effective feedback through LMS by the instructor is one of the main factors which can make students feel more motivated in engaging with the online-based system.

However, using the LMS is one part of the process. The effectiveness of the LMS is another important aspect as it will aid the students in making their learning process smoother. Often times complaints are heard from both instructors and students that they could not access the LMS due to connectivity problems or the fact that they needed to maneuver themselves to get to know the system better. More often than not, the platform needs to be user-friendly. Not only that, according to Cavus et.al (2007) the LMS will be more effective if there are advanced built-in collaborative tools, as they help the process of online learning become more effective than the existing LMS system in most universities.

1.2 STATEMENT OF THE PROBLEM

Improving student performance, enhancing student learning, and getting students to be active in the learning process continue to be leading priorities in education. To help achieve such goals in today’s technology driven societies, academic institutions, especially at the tertiary level, are incorporating Information and Communication Technologies (ICTs), and faculty are busy experimenting with such technology to enhance their traditional methods of teaching. Online learning management systems (LMS) have been shown to have the potential to help support such efforts.

ICTs have been changing the organization of information and how that information is being delivered, creating innovative, transformative learning and resourceful classrooms. With diverse e-learning activities and “programs located at different points of the e-learning spectrum ranging from non or trivial online presence to fully online provision”, an “abundance of literature on the use, application, and benefits of learning through Information and Communication Technologies (ICT) in almost all stages of education” and a great deal of research is being produced. Courses which have web/internet-based activities are no longer a novelty in higher education. It is predicted that by 2020 higher education will be adopting “teleconferencing and distance learning to leverage expert resources” where “learning activities will move to individualized, just-in-time learning approaches” and where “hybrid” classes will “combine online learning components with less- frequent on-campus, in–person class meetings”.

Dominating the academic scenes in higher education are the online learning management systems (LMS). Currently a good deal of research is being conducted to assess the effectiveness of using LMS’s on enhancing student learning and performance. A great deal of this research concentrates on using LMS’s such as Blackboard, Desire2Learn, and Moodle. However, publishing companies, such as Pearson and McGraw Hill Education, are also providing online learning/course management systems that are becoming part of the academic scene in higher education. Their various adaptive and course management systems are available for a range of courses and being used in blended learning contexts as complementary or supportive techniques to the conventional in-class, face-to face instruction methods.

However, whether or not the LMS tool is useful, it still depends on the way the tool is used in a given course and if the tool aids the user to achieve the desired course outcomes. Students will need to know how to use the system to enhance their learning practices. The lack of knowledge and interest in utilizing the system among students can also make the LMS become less effective. The instructor henceforth plays a vital role in motivating the students to access it and make it interactive. Adzharuddin & Ling (2013) stated that in order to measure the success of student’s academic performance in relation to LMS is to know how the tool influences them. Hence the need for this study.

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to examine the effects of teachers use of learning management system on student's academic achievement in the university of Bamenda. Specifically, the study seeks:

1. To investigate whether teachers use of relevant links has any effect on students academic achievement in the university of Bamenda.

2. To examine whether teachers use of discussion forum has any effect on students in the university of Bamenda.

3. To find out whether teachers use of schedules (checklist) has any effect on students of the university of Bamenda.

1.4 RESEARCH QUESTIONS

The research is guided by the following question:

1. Does teachers use of relevant links have any effect on students academic achievement in the university of Bamenda?

2. Does teachers use of discussion forum have any effect on students in the university of Bamenda?

3. Does teachers use of schedules (checklist) have any effect on students of the university of Bamenda?

1.5 SIGNIFICANCE OF THE STUDY

It is hoped that this study will enable educational institutions to enhance the use of learning management systems in schools by both lecturers and students. It is also hoped that the study will enable law-makers at all levels of government to enact laws that will tackle e-learning problems. It is equally hoped that the result of their study will encourage student to use of learning management systems during their educational journey. Empirically, the study will contribute to the body of knowledge and serve as a reference material to scholars and student who wishes to conduct further studies on related topic.

1.6 SCOPE OF THE STUDY

Broadly, this study focuses on the effects of teachers use of learning management system on student's academic achievement in the university of Bamenda. Specifically, this study focuses on the effects of teachers use of relavant links on students academic achievement in the university of Bamenda, the effects of teachers use of discussion forum on students in the university of Bamenda and the effects of teachers use of schedules (checklist) on students of the university of Bamenda.

Selected lecturers and students of the university of Bamenda will serve as the enrolled participants for the survey of this study.

1.7 LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only to secondary schools in Minna Local Government Area in Niger State, in Nigeria.. Thus findings of this study cannot be used for generalization for other secondary schools in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit,

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