KNOWLEDGE, ATTITUDE AND WILLINGNESS TOUSELEARNING

Background: Learning Management Systems (LMS) have become vital tools for enhancing teaching, learning, and communication. Their importance in medical education is particularly significant, as they provide structured, flexible, and interactive platforms for managing the vast knowledge medical students must acquire. However, in Nigeria, challenges such as limited infrastructure, low digital literacy, and poor internet access have hindered widespread LMS adoption. Understanding medical students’ knowledge, perception, and willingness to use LMS is vital to improving integration into medical training. Objective: This study assessed the knowledge, perception, and willingness to use Learning Management Systems among medical students at the University of Benin, Edo State, Nigeria. Methods: A descriptive cross-sectional study was conducted among 410 medical students across levels 200-600, selected through stratified sampling. Data were collected using a structured, self-administered questionnaire with sections on socio-demographics, knowledge, perception, willingness, and determinants of LMS acceptance. Data were analyzed using SPSS version 27. Univariate analysis was performed for socio-demographics, bivariate analysis using chi-square tested associations between independent variables and outcomes, and logistic regression identified predictors of knowledge, perception, and willingness. Statistical significance was set at
p<0.05, with results presented in prose, tables, and charts. Results: Of the 410 respondents, 345 (84.1%) were aware of LMS, with Google Classroom(75.8%) and YouTube (58.4%) being the most commonly used platforms. Two-thirds of respondents demonstrated good knowledge, which was significantly associated with academic level (p<0.001). Attitudes were largely positive, with 82.4% agreeing that LMS improves academic performance and 75.1% stating that LMS creates a more interactive learning environment. Overall, 72.5% expressed willingness to adopt LMS for academic activities. Barriers identified included poor internet access (61.3%), inadequate training (48.9%), and high data costs (42.4%). Conclusion: Medical students at the University of Benin demonstrated high awareness, positive perceptions, and strong willingness to use LMS, though infrastructural and training challenges persist. Institutional support, improved internet access, and structured integration of LMSintothe medical curriculum are recommended to optimize its role in medical education. Keywords: Learning Management System; Knowledge; Perception; Willingness; Medical
Students, University of Benin, Nigeria