Browsing by Author "Karanja, Emily Njoki"

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    Digital inclusion attributes and performance learning management systems of selected tertiary institutions in Kiambu County, Kenya
    (Kenyatta University, 2025-12) Karanja, Emily Njoki
    Despite the promise of digital inclusion to provide equitable access to educational resources for all students, regardless of socioeconomic status, physical ability, or location many tertiary institutions still face significant barriers in implementing effective digital learning institutions. A significant number of students in tertiary institutions in Kiambu County found it difficult to access information and do not perform well due to challenges faced while using online tools. These challenges stemmed from poor and weak technological infrastructure, lack of user satisfaction, inadequate user training and support, and improper data security. The objective of this research was to assess how Digital Inclusion Attributes influenced Learning Management Systems performance in tertiary institutions in Kiambu County. Kiambu County is metropolitan and had several tertiary institutions, yet the digital gap remained wide and required intervention. The utilization of Learning Management Systems could have provided universities with a competitive advantage, improving service delivery through centralization and formalization. The specific objectives of the study were to assess the influence of IT infrastructure, establish the effect of user satisfaction, assess user training and support, and evaluate the impact of data security on LMS performance in the selected 26 tertiary institutions in Kiambu County, Kenya. The study was theoretically anchored on the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Technology-Organization-Environment (TOE) theory. The empirical review focused on IT infrastructure, user satisfaction, user training and support, data security, and LMS performance. The target population comprised ICT specialists employed by the 26 tertiary institutions, with a sample size of 75 ICT specialists selected through simple random sampling from the selected institutions. Primary data was gathered through questionnaires. The study revealed that IT infrastructure is the most significant predictor of Learning Management System (LMS) performance, with a strong positive relationship indicated by a coefficient of 1.344 and a p-value of 0.000. Data security also plays a crucial role, as it was found to significantly impact LMS performance, with a coefficient of 1.058 and a pvalue of 0.011, emphasizing the need for secure systems to foster user trust and engagement. User satisfaction was found to have a moderate positive effect on LMS performance, with a coefficient of 0.708 and a p-value of 0.004, highlighting the importance of a positive user experience in driving system engagement. However, the study found that user training and support had a negative and statistically insignificant impact, suggesting that the current training programs may not effectively support LMS adoption and engagement. In conclusion, institutions must prioritize investments in IT infrastructure and data security to enhance LMS performance and foster user trust. Additionally, improvements in user training and support are necessary to better meet the needs of users and facilitate more effective engagement with the system. The study recommends that institutions focus on modernizing IT infrastructure, implementing robust data security measures, and designing user-friendly LMS platforms. Furthermore, they should reassess and enhance training programs to ensure they are more effective and tailored to the diverse needs of students and faculty
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    Effect of Information Infrastructure on Performance of Learning Management Systems of Selected Tertiary Institutions in Kiambu County, Kenya
    (Research Bridge Publisher, 2025-02) Karanja, Emily Njoki; Kyalo, Josphat
    Digital inclusion ensured that all students, regardless of their socioeconomic background, physical abilities, or geographical location, had equal access to educational resources and opportunities. However, until now, there were no accurate, consistent Learning Management Systems (LMS) to ensure smooth digital learning. A significant number of students in tertiary institutions in Kiambu County found it difficult to access information and perform well due to challenges faced while using online tools. These challenges stemmed from poor and weak technological infrastructure, lack of user satisfaction, inadequate user training and support, and improper data security. Therefore, this study sought to investigate the effect of information technology infrastructure on the performance learning management systems of selected tertiary institutions in Kiambu County, Kenya. The target population comprised ICT specialists employed by the 26 tertiary institutions, with a sample size of 75 ICT specialists selected through simple random sampling from the selected institutions. Primary data was gathered through questionnaires. Descriptive and inferential statistics was employed to analyse data where descriptive statistics was presented using mean, median, standard deviation, and percentages and inferential statistics was presented using regression to establish the relationship between the study variables. The study revealed that information technology infrastructure is the most significant predictor of learning management performance, with a strong positive relationship indicated by a coefficient of 1.344 and a p-value of 0.000. In conclusion, institutions must prioritize investments in technology infrastructure and data security to enhance LMS performance and foster user trust. The study recommends that institutions focus on modernizing IT infrastructure, implementing robust data security measures, and designing user-friendly LMS platforms.