Authors - Augustus Abbey, Benjamin Ghansah, Stephen Opoku Oppong, Joseph Kwabena Essibu, Charles Buabeng-Andoh, Christopher Yarkwah, Mathias Abgeko Abstract - The adoption of Learning Management Systems (LMSs) in higher education has transformed teaching and learning by enhancing digital content delivery, assessment processes, and collaborative engagement. Despite their widespread use, variations in students’ learning experiences and academic outcomes suggest that the effectiveness of LMS platforms is influenced by both system features and learner characteristics. This study investigates the extent to which specific LMS functionalities contribute to students’ academic performance and examines how demographic and learner-related factors moderate LMS usage and learning outcomes. A cross-sectional survey design was employed, involving 381 students from the University of Education, Winneba. Data were collected using structured questionnaires and analyzed through descriptive statistics, correlation analysis, and multiple regression techniques. The findings reveal that key LMS dimensions, including content delivery mechanisms, communication and interaction tools, navigation usability, and system accessibility, significantly influence students’ academic performance and learning experiences. Further-more, demographic and learner-specific variables such as age, socioeconomic back-ground, language proficiency, and learning preferences were found to shape the effectiveness and utilization of LMS platforms. The study underscores the importance of inclusive and user-centered LMS design approaches that accommodate diverse learner needs and promote equitable access to digital learning environments. The findings con-tribute to the growing discourse on technology-enhanced learning by providing empirical insights for educational institutions, LMS developers, and policymakers seeking to optimize the accessibility, usability, and pedagogical effectiveness of LMS platforms in higher education.
Open Zoom