Digital Literacy Skills and System Quality as Predictors of Learning Management Systems Use of Postgraduate Students in Ibadan Nigeria

Adebayo Muritala Adegbore, Adeyinka Tella, Ayoola Jide


The use of learning management systems (LMS) was observed to be weak among students in Nigeria. Therefore, digital literacy skills and system quality were used as predictors to predict LMS use among postgraduate students in universities in Ibadan, Nigeria.  A survey design of the correlational type was adopted. At the same time, the population of the study comprised all the 4,750 postgraduate students of two universities in Ibadan, Nigeria, and 328 postgraduate students were drawn using a multi-stage sampling technique. The instrument adopted for data collection was a questionnaire which had three sections. The questionnaire return rate was 316 copies, representing a 96.3% retrieval rate. Pearson’s Product Moment Correlation Coefficient and multiple regression analysis were conducted to test the null hypotheses at a 0.05 significance level. A significant relationship between digital literacy skills and the use of learning management (r =.319; p < 0.05) was found, while a significant relationship between system quality and the use of learning management systems (r =.501; p < 0.05) was equally established. There is a significant relationship between digital literacy skills and LMS system quality (r =.529; p < 0.05). Furthermore, a joint influence of digital literacy skills and system quality on the use of learning management systems of postgraduate students in universities in Ibadan, Nigeria (F =53.594; R=0.505; p < 0.05) was established. It was recommended that university management and lecturers should ensure the system quality of the LMS type to be adopted must support the convenience of use and have fewer technicalities in its use.


Digital Literacy Skills; Postgraduate Students; System Quality; Use of Learning Management Systems.

Full Text:



Abdullah, F. and Ward, R. (2016). Developing a general extended technology acceptance model for e-learning GETAMEL by analysing commonly used external factors. Computers in Human Behavior, 56(1), 238-256.

Abdallah, N. Ahlan, A. R. and Abdullah, O. A. (2019). The role of quality factors on learning management systems adoption from instructor’s perspectives. The Online Journal of Distance Education and e-Learning, 7(2); 133-150.

Al-Mamary, Y.H.Alina, S. A. andAziati, N.(2014). The Relationship between System Quality, Information Quality, and Organizational Performance. International Journal of Knowledge and Research in Management and E-Commerce 4(3), 1-10.

Al-Sharhan, S., Al-Hunaiyyan, A., Alhajri, R., Al-Huwail, N. (2020). Utilization of Learning Management System (LMS) Among Instructors and Students. In: Zakaria, Z., Ahmad, R. (eds) Advances in Electronics Engineering. Lecture Notes in Electrical Engineering, vol 619. Springer, Singapore.

Binyamin, S. S. Rutter, M. J. & Smith, S. (2018). The influence of computer self-efficacy and subjective norms on the students’ use of learning management systems at King Abdulaziz University. International Journal of Information and Education Technology, 8(10), 693–699.

Borstorff, P. C., and Lowe, S. K. (2007). Student perceptions and opinions toward e-learning in the college environment. Academy of Educational Leadership Journal, 11 (2), 13-29.

Chaw, L. Y. & Tang, C. M., (2018). What makes learning management systemss effective for learning?.Journal of Educational Technology Systems, 47(2),152-169 https://doi.org10.1177/0047239518795828

Chigozie-Okwum, E. &Odii A.(2018). Adoption of Learning management systemss in Nigerian Tertiary Institutions: Issues and Challenges. Journal of Educational Technology, 41(3), 113-127.

Ifinedo, P. (2011). An empirical analysis of factors influencing Internet/e-business technologies adoption by SMEs in Canada. International Journal of Information Technology and Decision Making, 10(4). 731–766 .

Kaeophanuek, S., Na-Songkhla, J., and Nilsook, P. (2018). How to enhance digital literacy skills among information sciences students. International Journal of Information and Education Technology, 8(4), 292-297.

Majumdar, S. (2015). Emerging trends in ICT for education and training. Gen. Asia Pacific Reg. IVETA

Mohammadi, H. (2015). Investigating users’ perspective on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359–374. j.chb.2014.07.044

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.

Nikou, S. &AavakareM. (2021). An assessment of the interplay between literacy and digital technology in higher education. Education and Information Technologies 26(5),1-23.

Ouadoud, M., Nejjari, A., Chkouri, M.Y., El-Kadiri, K.E. (2018). Learning Management System and the Underlying Learning Theories. In: Ben Ahmed, M., Boudhir, A. (eds) Innovations in Smart Cities and Applications. SCAMS 2017. Lecture Notes in Networks and Systems, 37. Springer, Cham.

Pretorious M. & Biljon J. V.(2010). Learning management systemss: ICT skills, usability and learnability. Interactive technology and smart education7(1), 30-43.

Pretorious M. &Biljon J. V.(2010). learning management systemss: ICT skills, usability and learnability. Interactive technology and smart education.7.1:30-43.

Raji I.A.,Okunlola J.O & Abanikannda M.O.(2019)Learning management systemss at National Open University of Nigeria: Experience of postgraduate students. UNESWA Journal of Education 2(1), 455-456.

Ramayah, T. Ahmad, N. H. & Lo, M. C. (2010). The role of quality factors in intention to continue using an e-learning system in Malaysia. Procedia-Social and Behavioral Sciences, 22; 5422–5426.

Reid, L.(2019). Learning management systemss: The Game Changer for Traditional Teaching and Learning at Adult and Higher Education Institutions.Global Journal of Human Social Science,19(4), 22-38.

Shahzad A., Hassan R,Aremu A.Y., Hussain A. & Lodhi R. N. (2020). Effects of COVID‐19 in E‐learning on higher education institution students: the group comparison between male and female. Quality & Quantity55, 805–826.

Siang, J. J., & Santoso, H. B. (2015). Students' Perspective of Learning Management Systems: An Empirical Evidence of Technology Acceptance Model in Emerging Countries. Researchers World, 6(2)1.

Tella. A. & Mutula, S. (2010). A proposed model for evaluating the success of WebCTcourse content management system. Computers in Human Behavior 26(6), 1795-1805.

Van Biljon J.A. & Pretorius M.C.(2009). Website usability evaluation: reliability of questionnaires in the South African context pp 4-17 Proceedings of the 11th Annual Conference on World Wide Web Applications, Port Elizabeth, 2-4

Walker, D., Lindner, J., Murphrey, T., & Dooley, K. (2016). Learning management systems usage: Perspectives from university instructors. Quarterly Review of Distance Education, 172; 41–50.

Wolverton, C. Hollier, B. & Lanier, P. (2020). The Impact of Computer Self Efficacy on Student Engagement and Group Satisfaction in Online Business Courses. The Electronic Journal of E-Learning18(2).175–188.

Yakubu M. N, Dasuki S. I, Abubakar A.M., & Kah M. M. O. (2020). Determinants of learning management systemss adoption in Nigeria: A hybrid SEM and artificial neural network approach. Education and Information Technologies