Examining the Relationship Between Lecturers’ Self-Efficacy and Their Attitudes Toward the Use of Learning Management Systems (LMS) in Teaching in Universities in Rivers State Nigeria

Abstract

Learning management systems (LMS) emerged as a consequence of advancements in information technology, providing educational institutions with an extensive number of new opportunities for teaching and learning (T&L). The LMS's stated goal is to combine the finest of both the traditional classroom setting with the technology advancements that learners as well as instructors have come to expect from the twenty-first century. Acceptance and utilisation of LMS platforms in the classroom are heavily influenced by lecturers' views towards technology. Despite the benefits of LMS in T&L, there is a sense of reluctance among lecturers to use LMS in T&L. Considering the widespread usage of an LMS to support T&L in many educational institutions, the current study examined the relationship between lecturers’ self-efficacy and their attitudes toward the use of LMS in teaching. A stratified sampling technique was chosen to select 341 lecturers in the two universities in Rivers State. A researcher-designed questionnaire was used to obtain information from the participants. The research question was answered using Pearson Product Moment Correlation, while the hypothesis was tested using Pearson Product Moment Correlation. The finding revealed a strong positive relationship between lecturers’ self-efficacy and attitude in the use of LMS in teaching.