Impact of Learning Management System on Student’s Academic Achievement: A Comparative Study of Kashmir and Indore

Abstract

The study examines the effect of a MOODLE-based Learning Management System (LMS) on the academic performance of higher secondary school students in Kashmir and university level B.Ed. students in Indore. Data was gathered by using purposive sampling technique. There were total 121 students taken from both the groups. Academic achievement tests, t-test and Cohen’s d effect size were used as the methods of analysis, which employed a quasi-experimental pre-test post-test research design. The academic achievement test was prepared by researcher and face validity was established. The results indicated that there was a statistically significant difference in the academic performance of the two groups ( t = 18.94, p <.001). In particular, the mean score (M = 30.98) of secondary school students in Kashmir was significantly higher than the university students in Indore (M = 15.47). The findings indicate that, although the MOODLE-based LMS is a powerful resource in achieving academic success, its functionality is greatly dependent on the level of education and curriculum design. The better performance of the school-level group would suggest that the designed settings and extensive supervising that is usually inherent in secondary education would be more conducive to LMS implementation than the freedom of learning that is expected by the university level. Such results point to the importance of having strong learner support systems in the context of higher education to prevent the gap in the self-sufficiency of students in digital transitions.