TITLE:
Comparative Analysis of Student Performance Using Learning Management Systems (LMS) and Traditional Teaching Methods in Academic Tasks: A Case Study of the University of Cape Coast (UCC)
AUTHORS:
Rudolf Anyoka Nyaaba, Elliot Kojo Attipoe, Daniel Kwaku Anhwere, Abdul-Gafaar Sayibu, Addai Okyere Darko
KEYWORDS:
Learning Management System (LMS), Hybrid Learning, Student Engagement, Academic Performance, Traditional Teaching Methods, Technology Adoption, Blended Learning, Innovative Education Models
JOURNAL NAME:
Creative Education,
Vol.16 No.1,
January
27,
2025
ABSTRACT: This study aimed to evaluate the impact of Learning Management System (LMS) integration on student performance and engagement at the University of Cape Coast (UCC) while comparing its effectiveness to traditional teaching methods. The study also sought to identify the challenges associated with LMS adoption and to propose evidence-based recommendations for enhancing its utilization. A total of 3799 students, selected through stratified random sampling, participated in the study. Their performance data were collected from the Directorate of Academic Affairs, and engagement levels were measured using the Utrecht Work Engagement Scale. The study employed quantitative methods, including the Mann-Whitney U test and Moses Test, to assess differences between LMS and traditional methods, while qualitative insights were gathered from focus group discussions and interviews with faculty and students. Key findings revealed that while student performance did not differ significantly between LMS and traditional methods, engagement levels were slightly higher in traditional approaches due to interpersonal interactions and immediate feedback. However, LMS proved advantageous for flexibility, scalability, and personalized learning. Challenges such as digital literacy gaps, infrastructural deficits, and resistance to change emerged as significant barriers to LMS adoption. Based on these findings, the study recommends a hybrid teaching approach that combines LMS with traditional methods to optimize learning outcomes. The study emphasizes the need for institutional investments in training, infrastructure, and policies to support technology-enhanced learning and foster student and faculty readiness for a digital academic environment.