Utilization of Learning Management System and Effectiveness of Instructional Processes in Technical Training Institutions in Kenya

THESIS TITLE: Utilization of Learning Management System and Effectiveness of Instructional Processes in Technical Training Institutions in Kenya

STUDENT’S NAME: Orodi Mubweka Getrude

SUPERVISORS:

1. Edwin Masibo
2. Robert Kati

ABSTRACT

Learning Management System (LMS) is a software application designed to manage digital learning content, and their adoption in education has been steadily increasing over the past few decades. However, there is a need for comprehensive research focusing specifically on the effectiveness of LMS in enhancing the instructional process in Kenyan Technical Training Institutions (TTIs). The current state of LMS utilization in Kenyan TTIs and their influence on the efficiency of instructional processes remains unclear, necessitating an in-depth investigation to assess their role in improving the quality of education and learning outcomes in these institutions. This study investigated the utilization of LMS and the effectiveness of instructional processes in TTIs in Kenya. The study was guided by the following objectives: to establish the types of LMS utilized in TTIs, to analyze the engagement levels of trainees using LMS in different modes of study, to examine the role of LMS in facilitating learning experiences for trainees, and to compare the effectiveness of different assessment methods facilitated by LMS in TT Is in Kenya. Anchored on Social Constructivism Theory, this study employed a mixed-method design involving both qualitative and quantitative approaches. Data was collected through questionnaires and interview schedules, which were piloted to test their validity (overall average score of 0.82) and reliability (Cronbach’s Alpha of 0.977). The target population included thirty four (34) County Directors, one hundred and fifty four (154) Principals, three thousand and four hundred (3400) trainers, and one hundred and thirty two thousand (132,000) trainees from one hundred and fifty four (154) approved TTIs in Kenya. Stratified sampling was used to classify respondents, followed by simple random sampling in selecting the respondents. The collected data was analyzed using both descriptive and inferential statistics. The study found a high prevalence of LMS adoption within TTIs in Kenya, with Moodle being the most frequently utilized platform for both trainees and trainers. There were varying degrees of engagement, competency levels, and challenges related to time sufficiency for LMS activities, with the majority utilizing LMS on a weekly basis. Trainers expressed mixed perceptions regarding their LMS competency and time sufficiency. They held positive views on LMS’s impact on pedagogical engagement and alignment with learning needs, despite challenges such as technical issues and resistance to change. Traditional assessment methods like quizzes/exams and assignments were widely used, but improvements in alignment with curriculum objectives were suggested. Connectivity and technical glitches emerged as significant barriers to effective LMS implementation, emphasizing the need for infrastructure investment and comprehensive training. The study found that LMS positively impacts learner engagement, learning, and assessment in TTIs. Regression analysis highlighted the substantial predictive power of LMS variables—utilization, effectiveness, and pedagogy – explaining (99.8%) of policy variance. However, correlation findings suggest limited direct influence on policy formulation. The findings emphasis on the need for improved infrastructure, continuous training, and policy development to optimize LMS utilization and enhance educational outcomes. The study recommends exploring advanced LMS features, addressing technical challenges, and integrating technology into curricula through policy and collaboration. Additionally, further studies should explore factors influencing trainee engagement, the impact of LMS on learning outcomes, skill acquisition, and knowledge retention. Policymakers should develop guidelines and policies to address infrastructure needs and foster collaboration between educational institutions.