Learning Management Systems and Performance of Online Postgraduate Students in Kenyatta University, Kenya
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Date
2025-12
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Kenyatta University
Abstract
The study sought to establish learning management system effects on the performance of online postgraduates at Kenyatta University, Kenya. The problem is that the traditional model of the classroom is being dismantled but the effect of the LMS on the performance of online postgraduate students is not yet substantiated. The study sought to find out the effect of the learning management system on academic optimism, examine the effect of the learning management system on course completion and to determine the effect of the learning management system on teacher-student interaction for the online postgraduate students at Kenyatta University. The study was anchored on self-deterministic theory and technology acceptance model. A mixed method of survey and a phenomenological research design were used. The data collection instrument was a questionnaire. The study used convenient volunteer sampling. Data was analyzed using thematic and statistical analysis including descriptive and inferential analysis. The total number of valid participants was 371. The mean for the frequency of use was 1.6951 and the standard deviation (SD) was 0.62342. The median was 2 and the mode was 2. The mean of 1.6951 implies on average the participants agreed to have been using the LMS weekly while the SD of 0.62342 implies that the highest and the lowest values do not deviate much from the mean such that there are no outliers which indicate the use of the LMS on a weekly basis was agreeable. The key findings showed that the Kusoma LMS contains several design features such as the dashboard with the user interface that facilitates navigation of the Kusoma, enabling learning virtually. The functionality of the dashboard features makes Kusoma easy to use and allows convenient engagement in learning activities by providing the required tools for effective learning. The LMS also provides an option for the learners to access learning materials from anywhere they are which promotes self-paced learning. The findings showed that the features of LMSs enhance students’ experiences while learning which enhances their motivation for studies. The ability to access all the learning materials conveniently and with no physical restrictions contributes to an uninterrupted learning experience for postgraduate students at KU. The number of dropouts is reduced among postgraduate students when LMS is being used in their education due to the ability to access learning material at any point and convenience in communication. Lack of technological know-how emerged as a major setback in course completion since the students lack the fundamental skills in information technology. The frequency of interaction between teachers and students is increased due to the presence of communication tools such as a chat box and lecturer emails in the notes. However, the quality of interaction differs since unlike a face-to-face interaction the LMS offers virtual interaction which means some elements of the communication such as body language are lost which affects the quality of communication. Recommendations include that all higher learning institutions in Kenya integrate a LMS to provide alternative and flexible learning modes to their postgraduate students, that KU designs an orientation video and session to be run every beginning of a semester to equip both enrolled and aspiring KU postgraduate students with the necessary skills of using Kusoma LMS. that the Kusoma LMS be upgraded into a better version that will offer more realistic interactions that simulate leading social media platforms such as WhatsApp which can significantly bridge the impersonal touch issue, and that KU develops of an offline version of the Kusoma LMS which will be accessible to all students using different devices without internet access.
Description
A Research Project Submitted to the School of Law, Arts and Social Sciences in Partial Fulfillment of the Requirements for the Award of Degree of Master of Arts in Public Policy and Administration of Kenyatta University, December 2025.
Supervisor
1. Weldon Kibet Ng’eno