EFFECT OF LEARNING MANAGEMENT SYSTEM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SCIENCE EDUCATION IN OGUN STATE-OWNED TERTIARY INSTITUTIONS

Abstract

This study examined the effect of LMS on students’ academic achievement in science education at the tertiary institutions’ level in Ogun state. The study adopted a quasi-experimental research design, using a population of all the undergraduate students in Sikiru Adetona College of Education, Science and Technology, Ogun State. A sample of an intact class of four hundred and fifty (450) 300-level students was used for the study. Data were collected using an instrument titled Academic Achievement Test (AAT). Data collected were analyzed using mean and standard deviation and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings revealed that there was no statistically significant difference between the pre-test mean scores of students in the Learning Management Systems Approach (LMSA) group and those in the Conventional Physical Classroom Approach (CPCA) group. However, a statistically significant difference was found between the post-test mean scores of the two groups, with the LMSA group performing better. Gender was found to influence students' academic achievement at the pre-test level, with male students achieving higher mean scores than female students, although the difference was not significant in the LMSA group. Notably, gender did not significantly affect students' academic achievement at the post-test or delayed post-test levels. Based on these findings, the study recommends organizing workshops and seminars for teachers and students to enhance their understanding of using LMS. Additionally, it suggests that student participation in LMS activities should be monitored regularly to ensure engagement in online learning activities.