Exploring the Nexus: Engineering Students’

Engagement with Learning Management Systems

and Academic Performance
Jericho Jay P. De Guzman and Karl Angelo Uy
College of Engineering Education, Civil Engineering Program, University of Mindanao, Davao City, Philippines
Email: j.deguzman.530407@umindanao.edu.ph and k.uy.533136@umindanao.edu.ph

Abstract—This electronic document is a “live” template and the credibility and integrity of education, especially for degree
already defines the components of your paper [title, text, heads, programs. [12] went on to say that LMS has issues including
etc.] in its style sheet. *CRITICAL: Do Not Use Symbols, Special inadequate training.
Characters, Footnotes, or Math in Paper Title or Abstract. Understanding the complex link between students and
(Abstract) digital learning environments becomes critical as the pattern
for education continues to change. This study attempts to
Keywords—component, formatting, style, styling, insert (key clarify how their active involvement and use of LMS tools
words)
affects both their overall academic performance and their
I. INTRODUCTION understanding of the course materials.
The study will examine various engagement-related
The incorporation of technology has become a crucial factors, including how students interact with the course
factor in determining the academic trajectory of students in the material, collaborative features, evaluation instruments, and
ever-changing journey of higher education. Learning LMS communication channels. Through our investigation of
Management Systems (LMS) are unique among these the complex ways in which engineering students interact with
technical advancements since they are all-inclusive platforms various online resources, we want to find trends, connections,
that improve the learning environment. This study explores and possible indicators that either help or impede academic
the relationship between engineering students' use of LMS and achievement. The hypothesis is that as the hours of using LMS
their academic performance. increases, the academic achievement (measured in GPA)
Scholars have emphasized several important advantages increases as well.
of Learning Management Systems (LMS) while arguing for Furthermore, this study will add to the body of knowledge
their use as a tactical teaching tool. In contrast to conventional already in existence while also offering perceptions that can
classroom approaches highlighted the LMS's ability to help educators, managers, and legislators optimize the layout
streamline and accelerate learning [1]. They also mentioned and operation of learning management systems (LMS) to
how it may encourage self-paced learning, adaptable learning better serve the needs of engineering students. By doing this,
systems, interactive and collaborative learning experiences, we hope to close the gap that exists between technology and
and give students access to the newest resources [1]. Learning academia and create an atmosphere that will enable
management systems (LMS) offer benefits for both instructors engineering students to flourish, develop, and eventually
and academics [2]. They highlighted the LMS's ability to achieve academic success.
improve students' overall learning experiences [2]. Learning
management systems (LMS) can motivate students and have II. MATERIALS AND METHODS
a favorable impact on their academic achievement [3]. A link
is possible between students' academic achievement and their A. Study Design
commitment to using LMSs [4]. When compared to computer- The study utilized a survey design. An online
assisted instruction, the substantial influence of learning questionnaire titled “Perceived Impact of Learning
management systems (LMS) on students' academic Management System on Students’ Academic Performance
performance; the benefits of LMS specifically in the context Questionnaire (PILMSSAPQ)” was used to collect
of financial accounting [5], [6]. Scholars have also noted quantitative data for the study.
certain issues that could prevent LMS from being used B. Participants
effectively for instructional delivery. Concerns concerning the
poor quality of instruction when it is given via an LMS Participants in this study were 50 engineering students
platform were raised by [7]. from College of Engineering Education, University of
There is a listed number of difficulties, including subpar Mindanao, Davao City, Philippines.
Internet connectivity, problems with online learning, low
C. Sampling Method
technical proficiency among instructors and students,
obstacles to site access, and concerns with infrastructure This study will utilize random sampling as its method of
dependability [8]. Instructors failed to give pupils the required participant selection. Simple random sampling is a type of
technical help and how ignorant they were about ICT [9]. probability sampling in which the researcher randomly
Obstacles include instructors' devotion to conventional selects a subset of participants from a population. Each
teaching techniques, their hesitation to embrace ICT-based member of the population has an equal chance of being
learning, their lack of experience with technology, and their selected. Data is then collected from as large a percentage as
lack of commitment to contemporary pedagogical approaches possible of this random subset [13].
[10]. Several studies such as [11] argued against the
widespread use of online learning, claiming that it undermines

XXX-X-XXXX-XXXX-X/XX/$XX.00 ©20XX IEEE

D. Data Sources Data
Student Frequency of weekly
This study has two data sources: the transcription of the No. usage (in Hours)
GPA
interviews conducted by the proponents and the supporting 8 2 70
literature and expert opinion which will give justification and
9 3 71
clarity to the questionnaire. The primary data source will
come from the participants’ survey response. The data will 10 10 74
come in the form of the participants’ answers of how many 11
hours using LMS. 25 95
The secondary data source originates from the related 12 5 76
literature which will provide justification to the responses of 13 7 75
the participants.
14 13 83
E. Data Collection Procedure
15 18 90
To acquire the data needed for this study, constructing the
online questionnaire guide in the form of Google forms will 16 21 91
be the cue for researchers to begin. This will include two 17 15 82
questions which will consists of two sections of information
18 13 84
from A and B. Section A contains information on how
frequently participants use the LMS (hours) in a week while 19 12 80
Section B consists of their numerical description of their 20 10 80
GPA.
21 8 79
F. Trustworthiness of the Study and Ethical Considerations
22 7 77
For the maintenance of the integrity and consistency of
our study, there must be established trustworthiness. This 23 4 74
section contains the discussion on this study’s trustworthiness 24 11 82
in terms of its credibility, transferability, dependability, and
confirmability. This study requires careful attention to 25 12 84
participants, ensuring consent letters and approval before 26 15 86
proceeding. Researchers aim to respect and maintain integrity
27 10 78
by respecting their background and reputation. Participants
will be informed about their rights and provided with a 28 12 80
second permission letter. After conducting the study, a copy 29 9 78
of the study will be provided to selected participants,
demonstrating their rights and appreciation for their 30 11 84
participation. 31 15 87
32 7 78
III. RESULTS AND DISCUSSION 33 5 76
34 2 72
Presented in this section is the presentation and discussion
on the gathering, collection, and analysis of data and the 35 3 72
results of the study. 36 10 81
A. Data Gathering and Collection 37 25 94
Table 1 shows the necessary data for the analysis of the 38
relationship between Engineering Students’ engagement with 5 75
LMS and Academic Performance. 39 7 75
TABLE I. TOTAL NO. OF DATA FOR HOURS AND GPA 40 13 85
Data 41 18 90
Student Frequency of weekly
GPA 42 21 92
No. usage (in Hours)
1 10 76 43 15 88
2 12 77 44 13 87
3 9 75 45 5 77
4 11 83 46 2 73
5 15 86 47 3 72
6 7 74 48 15 88
7 5 73 49 10 79
 Data
Student Frequency of weekly
GPA
No. usage (in Hours)
50 12 80
Total 528 4018

B. Data Analysis Result

As the result shown in figure 1 below indicates the
scatterplot to investigate the relationship between the two
variables X (as the hours of use) and Y (as the GPA). And in
figure 2, it quantitatively describes the strength and direction
of the linear relationship, resulting to r= 0.944 and the P-value
< 0.001 which means that there is a strong positive
relationship between the two variables. C. Equations

The equations are an exception to the prescribed

specifications of this template. You will need to determine
whether or not your equation should be typed using either the
Times New Roman or the Symbol font (please no other font).
Y (GPA)

To create multileveled equations, it may be necessary to treat

the equation as a graphic and insert it into the text after your
paper is styled.
Number equations consecutively. Equation numbers,
within parentheses, are to position flush right, as in (1), using
a right tab stop. To make your equations more compact, you
may use the solidus ( / ), the exp function, or appropriate
exponents. Italicize Roman symbols for quantities and
X (Hours of use) variables, but not Greek symbols. Use a long dash rather than
Figure 1. Scatterplot a hyphen for a minus sign. Punctuate equations with commas
or periods when they are part of a sentence, as in:

a+b = ()

Note that the equation is centered using a center tab stop.

Be sure that the symbols in your equation have been defined
before or immediately following the equation. Use “(1)”, not
“Eq. (1)” or “equation (1)”, except at the beginning of a
sentence: “Equation (1) is . . .”

Figure 2. Pearson’s Correlation IV. CONCLUSION

After the text edit has been completed, the paper is ready
for the template. Duplicate the template file by using the Save
As command, and use the naming convention prescribed by
your conference for the name of your paper. In this newly
created file, highlight all of the contents and import your
prepared text file. You are now ready to style your paper; use
the scroll down window on the left of the MS Word
Formatting toolbar.