The Impact of Learning Management Systems on Academic Achievement of Undergraduate Students

Abstract

Higher education has undergone a major transformation with the adoption of Learning Management Systems (LMS), which provide structured platforms for collaboration, performance monitoring, assessment, and instructional delivery. This study examines the impact of LMS usage on the academic achievement of undergraduate students. Using a quantitative, descriptive, and analytical research design, data were collected through academic records from a stratified random sample of 100 final-year undergraduate students. Descriptive and inferential statistics, including correlation analysis, ANOVA, and t-tests, were employed for data analysis. The results revealed that students who actively participated in LMS-based activities scored higher academically, indicating that the use of Learning Management Systems has a positive effect on academic achievement, particularly in C programming. No significant differences were found between male and female students in either LMS or non-LMS groups, suggesting that LMS provides equitable learning opportunities for all learners. These findings support the role of LMS as a comprehensive and effective teaching and learning tool. To enhance LMS efficiency, the study recommends increased institutional investment in digital infrastructure, improved technical support, and better integration of LMS features into classroom practices. The study also highlights directions for future research and acknowledges its limitations.