Impact of Year-Level Progression on Students’ Performance: A Longitudinal Study of LMS Effectiveness at University of Cape Coast (UCC) — Oak Academic Publishing
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Impact of Year-Level Progression on Students’ Performance: A Longitudinal Study of LMS Effectiveness at University of Cape Coast (UCC)
Department of Business and Social Sciences Education, University of Cape Coast (UCC), Cape Coast, Ghana
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Department of Computer Science and Information Technology, University of Cape Coast (UCC), Cape Coast, Ghana
,
Directorate of ICT Services, University of Cape Coast (UCC), Cape Coast, Ghana
,
Department of Science, St. John Bosco College of Education, Navrongo, Ghana
,
Directorate of ICT Services, University of Cape Coast (UCC), Cape Coast, Ghana
1 Department of Business and Social Sciences Education, University of Cape Coast (UCC), Cape Coast, Ghana
2 Department of Computer Science and Information Technology, University of Cape Coast (UCC), Cape Coast, Ghana
3 Directorate of ICT Services, University of Cape Coast (UCC), Cape Coast, Ghana
4 Department of Science, St. John Bosco College of Education, Navrongo, Ghana
5 Directorate of ICT Services, University of Cape Coast (UCC), Cape Coast, Ghana
This study explores how year-level progression influences students’ engagement with the Learning Management System (LMS) at the University of Cape Coast (UCC). It examines usage patterns across academic levels, the relationship between LMS engagement and academic performance, and barriers to effective LMS utilization. Using time-series analysis, linear regression, correlation analysis, and factor analysis, the study provides a nuanced understanding of LMS engagement dynamics. Findings reveal a progressive increase in LMS usage from first-year to final-year students, with final-year students demonstrating the highest and most consistent engagement due to their reliance on LMS for advanced academic tasks. First-year students, however, face adaptation challenges, resulting in sporadic usage. While year-level progression significantly influences LMS engagement (R = 0.621), academic performance and credit hours completed showed weak correlations with LMS utilization (r = 0.082, p > 0.05), suggesting that other factors contribute more directly to academic success. Barriers to LMS usage were categorized into three main components: inadequate infrastructure and high data costs (40.3%), insufficient institutional support (13.5%), and usability and device accessibility challenges (10.1%). The findings highlight critical policy implications. They call for targeted interventions like digital literacy training for first-year students, strengthened LMS infrastructure to ensure equitable access, and tailored resource allocation for advanced academic needs. Recommendations include partnering with internet service providers to subsidize data costs, enhancing technical and academic support systems, and introducing specialized LMS features for final-year students. The study concludes that while LMS plays a pivotal role in academic engagement, its effective utilization depends on addressing infrastructural, institutional, and user-specific barriers. By implementing the proposed measures, UCC can optimize LMS functionality, enhance student engagement, and support academic success across all levels, providing a model for other higher education institutions.
KeywordsLearning Management System (LMS)Academic PerformanceStudent EngagementYear-Level ProgressionOnline Learning
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