Faculty
Year of Publication
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Publication Type
Abstract
This study investigated undergraduate students’ self-efficacy in using Learning
Management Systems (LMS) and its influence on their engagement in academic activities and overall academic performance. Self-efficacy, defined as an individual’s belief in their own capabilities to successfully perform a specific task or achieve a desired outcome, is a critical predictor of motivation and learning in digital education environments. The research employed a descriptive survey design, collecting data from 100 randomly selected undergraduate students at the University of Benin, Benin City, Edo State. Data were gathered using a structured questionnaire and analyzed using descriptive statistics, including mean scores. The findings consistently revealed a strong positive relationship between students’ self-efficacy in using LMS and their academic engagement and performance. Students with higher self-efficacy in using LMS were found to sustain engagement by remaining actively involved in their coursework, logging in regularly, and following lectures. Furthermore, confidence was shown to increase participation, as these students were more likely to engage in academic discussions, encouraging interaction and communication. Crucially, confident students invested greater effort and time in online academic tasks and persisted even when facing challenges. These behaviors translate directly into enhanced performance, as their self-efficacy improved their ability to perform well in assessments, understand course content better, and ultimately achieve higher grades. The study concludes that self-efficacy is a crucial psychological factor that determines the effective utilization of LMS platforms, serving as a motivational and cognitive driver for both student engagement and academic success. This work addresses the need for context-specific evidence in Nigerian higher education, highlighting that access to technology alone is insufficient; students' belief in their ability to use these systems effectively is paramount for maximizing the benefits of digital learning.
Management Systems (LMS) and its influence on their engagement in academic activities and overall academic performance. Self-efficacy, defined as an individual’s belief in their own capabilities to successfully perform a specific task or achieve a desired outcome, is a critical predictor of motivation and learning in digital education environments. The research employed a descriptive survey design, collecting data from 100 randomly selected undergraduate students at the University of Benin, Benin City, Edo State. Data were gathered using a structured questionnaire and analyzed using descriptive statistics, including mean scores. The findings consistently revealed a strong positive relationship between students’ self-efficacy in using LMS and their academic engagement and performance. Students with higher self-efficacy in using LMS were found to sustain engagement by remaining actively involved in their coursework, logging in regularly, and following lectures. Furthermore, confidence was shown to increase participation, as these students were more likely to engage in academic discussions, encouraging interaction and communication. Crucially, confident students invested greater effort and time in online academic tasks and persisted even when facing challenges. These behaviors translate directly into enhanced performance, as their self-efficacy improved their ability to perform well in assessments, understand course content better, and ultimately achieve higher grades. The study concludes that self-efficacy is a crucial psychological factor that determines the effective utilization of LMS platforms, serving as a motivational and cognitive driver for both student engagement and academic success. This work addresses the need for context-specific evidence in Nigerian higher education, highlighting that access to technology alone is insufficient; students' belief in their ability to use these systems effectively is paramount for maximizing the benefits of digital learning.
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