Influence of Learning Management System on Students Learning Attitude among Undergraduates of Osun State University

This study examined the influence of learning management system on students learning attitude among undergraduate of Osun state University, Osun State, Nigeria. four research questions with one hypothesis were raised to guide the study. The researchers provide answer to the following research questions: What is the influence of Learning Management System (LMS) usage on students attitude to learning, to what extent is LMS usage adequate for effective learning in Osun State University, how proficient are students in the use LMS to enhance learning in Osun State University, what are the factors that inhibit the use of LMS in Osun State University? The study adopted descriptive survey design. The target populations are the undergraduates of Osun State University. Two hundred and ten (210) undergraduates were sampled for this study through a simple random sampling technique and three (3) Campus (College of Management and Social sciences in Okuku, College of Humanities and Culture in Ikire and College of Education in Ipetu-ijesa) out of the Six Campuses owed by the Osun state University were thereby used for the study. from the selected Colleges, three (3) departments were selected through a stratified sampling method, while a convenience sampling method was used to select seventy (70) students from 100 level – 300 level of the selected department in the three (3) selected Colleges, giving a total number of 210 students. a questionnaire, titled Classroom learning Management system Questionnaire (CMSQ) was used. The questionnaires consisted of two sections (A and B), section A elicited responses on the demographic data of the respondents while section B was sub- divided into three with relevant items that could be used to elicit relevant responses from the respondents in line with the research questions. Data collected were analysed by using descriptive statistics and t-test. The findings of the study revealed that the mean age of respondents was 22.4 years and majority of them are male while 48(22.0%) are in three hundred level of their academic years (Table 1). The study showed that 66.6% (=2.83) of the undergraduates stated that LMS improves their understanding and 57.6% (=2.62) of the respondents asserted that LMS promotes individual learning while 53.8% (=2.59) of the participants believed that LMS usage make student to learn on their own without attending lecture. The summary of the findings is that LMS improves their understanding, promotes individual learning, make student to learn on their own without attending lecture and LMS provides students with time and place flexibility (Table 2). Also it revealed that 68.1% (=2.85) of the undergraduates agreed that LMS tools are expensive and cumbersome for learning and 56.2% (=2.71) of the participants asserted that they use LMS frequently while 53.8% (=2.53) of the students had the opinion that availability of ICT make students have access to LMS. It was concluded that there LMS tools are expensive and cumbersome for learning, students use LMS frequently and availability of ICT make students have access to LMS (Table 3). However, 66.7% (= 2.80) of the undergraduates strongly believed that they prefer LMS to book when sourcing for academic information and 60.0% (=2.71) of them alleged that they work on assignments through the use of LMS while 58.1% (=2.60) of them vehemently alleged that student-teachers can use the LMS efficiently. This simply revealed that good number of the undergraduates in this opined that they prefer LMS to book when sourcing for academic information because they solve assignments through the use of LMS (Table 4). The study confirmed that the computed mean and standard deviation values of male and female were (3.54, 3.56) and (0.68, 0.55) respectively. The result further showed that the calculated t-value of 0.05 was lower than the critical t-value of 3.05 at 5% level of significance or that the probability value of 0.786 is being greater than 5% (0.05) significance level. This implied that the difference between male and female in the use of LMS in Osun State university did not significantly differ based on gender. This means that both male and female undergraduates opined that learning management system (LMS) useful in their academic activities such as assignments, tests, and quizzes (Table 6). Based on the findings of the study, it was recommended that government should invest more in the area of communication infrastructural facilities as well as partnering with telecommunication companies for free internet service to university servers and students during online learning classes.