LEARNING MANAGEMENT SYSTEM IN EDUCATION: IMPLICATION FOR UNDERGRADUATE'S ATTITUDES AND MOTIVATION
DOI:
https://doi.org/10.53555/nnssh.v8i8.1332Keywords:
LMS, digital learning, students, motivation, attitudeAbstract
Attitudes and motivation are essential components of the educational ecosystem of every society. The constructs are among the primary determinants of success in education. Past research has underscored the varying significance of digital innovations in developing teaching and learning in Nigeria. However, little is known about the learning management system's impact on student attitudes and motivation. The present study examined the effect of digital learning on students' learning motivation and attitude. A cross-sectional design was adopted, and one hundred and twenty-seven (n=127) students conveniently pooled from public tertiary institutions in Enugu State, Nigeria, participated in the study. The respondents completed a self-report measure of digital learning, learning motivation, and attitude. The result of the linear regression model showed that LMS resources significantly predicted attitudes and motivation in undergraduates. The study concludes that LMS platforms are indispensable in promoting learning enthusiasm.
References
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Little, T. W. (2015). Effects of digital game-based learning on student engagement and academic achievement. ProQuest Dissertations and Theses, May.
Liu, K. S., & Hsueh, S. L. (2016). Effects of digital teaching on the thinking styles and the transfer of learning of the students in department of interior design. Eurasia Journal of Mathematics, Science and Technology Education, 12(6). https://doi.org/10.12973/eurasia.2016.1563a
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Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82. https://doi.org/10.1016/j.compedu.2014.10.025
Moon, J., & Ke, F. (2020). In-game actions to promote game-based math learning engagement. Journal of Educational Computing Research, 58(4). https://doi.org/10.1177/0735633119878611
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Ajadi, T. O., Salawu, I. O., & Adeoye, F. A. (2008). E-learning and distance education in Nigeria. Turkish Online Journal of Educational Technology, 7(4).
Al-Jaberi, N. M. (2018). The use of computer programs and applications by undergraduates and its relations to their motivation toward e-learning and academic performance. International Journal of Education and Literacy Studies, 6(4). https://doi.org/10.7575/aiac.ijels.v.6n.4p.114
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Ebelogu, C. U., Ejiofor, V. E., Omeiza, A., & Audu, L. H. (2021). Examining E-learning as an alternative solution to conventional learning during and post Covid-19 in Nigeria. Journal of Computer Science and Its Application, 27(2). https://doi.org/10.4314/jcsia.v27i2.4
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Elshareif, E., & Mohamed, E. A. (2021). The effects of E-learning on students' motivation to learn in higher education. Online Learning Journal, 25(3). https://doi.org/10.24059/olj.v25i3.2336
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Franklin, U. E., & Nahari, A. A. (2018). The impact of e-learning on academic performance: preliminary examination of King Khalid University. International Journal of Academic Research in Progressive Education and Development, 7(1). https://doi.org/10.6007/ijarped/v7-i1/3903
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Kabir, F. S., & Kadage, A. T. (2017). ICTS and educational development: The utilization of mobile phones in distance education in Nigeria. Turkish Online Journal of Distance Education, 18(1). https://doi.org/10.17718/tojde.285716
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