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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue IV, April 2026
Utilization of Learning Management System (LMS) and Teachers’
Perceived Performance in the Online Learning Modality in President
Ramon Magsaysay State University North Campuses
Emelita T. Madrid, DBA
1
1
Assistant Prof. IV, President Ramon Magsaysay State University, Masinloc, Zambales
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150400111
Received: 18 April 2026; Accepted: 23 April 2026; Published: 19 May 2026
ABSTRACT
A Learning Management System provides a centralized platform for course management, content delivery, and
student engagement. This study is entitled Utilization of Learning Management System (LMS) and Teachers’
Perceived Performance in the Online Learning Modality at President Ramon Magsaysay State University North
Campuses. It is descriptive research with a questionnaire as the main instrument in gathering data. The sampling
technique was population sampling, hence the fifty-seven (57) teachers of the North Campus at President Ramon
Magsaysay State University.
The statistical tools used were frequency distribution, percentage, mean, analysis of variance (ANOVA), and
Likert scale. A study involving an early-adult female teacher aged 21-25, with an MA, found that accessibility
features were highly rated. The study found no significant correlation between faculty performance in online
learning and their use of Learning Management Systems (LMS). The reliability of LMS usage was not
significantly influenced by factors such as age, gender, educational attainment, number of subjects handled per
semester, or trained attendees. The study suggests that implementing a training program can help educators
design dynamic virtual learning environments, leading to better learning results. Funding such programs can also
advance online learning.
INTRODUCTION
Objective
This study aimed to evaluate the utilization of the Learning Management System (LMS) and teachers’ perceived
performance in the online learning modality at President Ramon Magsaysay State University (PRMSU) North
Campuses.
Significance
The transition to online learning has transformed the educational landscape, compelling teachers to adopt new
tools and strategies for instruction. At the forefront of this shift is the Learning Management System (LMS),
which serves as a digital hub for managing lessons, assessments, and communication between teachers and
students. In President Ramon Magsaysay State University (PRMSU) North Campuses, the utilization of LMS
has become increasingly vital in maintaining instructional quality and continuity, especially during and after the
COVID-19 pandemic. However, the effectiveness of online learning greatly depends on how efficiently teachers
use LMS platforms and how they perceive their own performance in this environment.
This study is significant because it seeks to determine the relationship between LMS utilization and teachers’
perceived performance in the online learning modality. Understanding this connection can help identify areas
where teachers excel and where additional training or support may be needed. The findings will provide valuable
insights for administrators and policymakers in designing professional development programs that enhance
teachers’ digital competence, confidence, and overall teaching effectiveness.
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Moreover, this research contributes to the growing body of literature on technology integration in education. It
will offer practical implications for improving online teaching practices, fostering more interactive and engaging
virtual classrooms, and ensuring that digital tools like LMS are effectively maximized. Ultimately, the study
aims to support PRMSU in its commitment to academic excellence by promoting a culture of continuous
improvement and innovation in online education.
Statement of the Problem
This study aimed to evaluate the utilization of learning management system (LMS) and teachers’ perceived
performance in the Online learning modality.
Specifically, it sought answers to the following questions:
What is the profile of the respondents in terms of:
1. age;
2. gender;
3. civil status;
4. highest educational attainment;
5. years in service;
6. numbers of subject handled per semester; and
7. numbers of trainings attended on LMS?
How may the extent of learning management system utilization be described in terms of:
1. accessibility;
2. reliability?
What is the level of the faculty performance from January to June 2023?
Is there a significant difference on the extent of learning management system utilization when the respondents
are grouped according to profile variables?
What program to be proposed based on the study?
METHODOLOGY
The study employed a descriptive research design. Descriptive research aims to gather data in a methodical
manner in order to characterize a population, circumstance, or phenomena. More precisely, it assists in providing
answers to the research problem’s what, when, where, and how inquiries as opposed to its why. Descriptive
Research Design (2021). The survey was conducted among teachers on the North Campus of President Ramon
Magsaysay State University.
The survey included questions regarding their usage and utilization of learning management systems, their
knowledge and skills in using overall satisfaction with the systems. The survey used Likert-scale questions to
measure various factors such as ease of use, effectiveness, and level of training received. Quantitative
phenomenological research is more concerned with understanding, what is happening as viewed by the
participants. The purpose of quantitative studies is to develop ideas and theories about human experience rather
than quantified, replicable, comparisons of identified groups of people.
Theoretical Framework
It’s clear that technology is changing how students learn in and out of the classroom. Rather than learning from
teachers and textbooks, smartphones and laptops serve as hubs of information for today’s students. In fact,
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according to a 2015 study, 87% of college students reported that they used a laptop every week for schoolwork,
while 64% reported using their smartphone for schoolwork.
The study on the utilization of learning management systems (LMS) and teachers' perceived performance in the
online learning modality was supported by the following theoretical underpinnings: Moore's Theory of
Transactional Distance, Traditional Pedagogy Theory, Behavioral Learning Theory, The Theory of Cognitivism,
Social Constructivist Theory.
Moore's Theory of Transactional Distance
Moore's theory of transactional distance, first formulated in 1997, explains the relationship between instructor
and student in online learning situations with significant physical or temporal distance. Communicative distance,
a psychological or communicative space, separates instructors and learners in structured learning situations.
(Moore, 1997, p.1).
Traditional Pedagogy Theory
Traditional pedagogy focuses on the teaching environment and learning frameworks, but has evolved to include
online methods. Teaching tips and suggestions for teachers in various learning environments are provided.
Effective teaching methods must be tailored to the learner to maximize engagement and impact student mastery
outcomes.
Behavioral Learning Theory
Behaviorism is a learning theory that asserts that all behavior is learned through interaction with the environment,
with innate factors having minimal influence. It emphasizes positive reinforcement as a means to improve
behavior. This theory is crucial for educators, as it influences classroom behavior and helps teachers understand
the impact of home environment and lifestyle on student behavior.
The Theory of Cognitivism
The theory of cognitivism developed in response to behaviorism and gained credibility in the 1950s. Cognitivists
opposed behaviorists, believing learning is a response to stimulus and ignoring thinking. Piaget's constructivism
views knowledge as symbolic mental structures, and as neuroscientists explore brain functions, educators and
cognitive psychologists explore how to apply this knowledge in the classroom.
Conceptual Framework
The conceptual framework of the study presents specifics and well-defined concepts which are called
construct. This can be best explained in the paradigm below.
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Figure 1 Paradigm of the Study
As shown in Figure 1, the input variables consist of the profile respondent such as the age; gender; civil status;
highest educational attainment; years in service; numbers of subject handled per semester; and numbers of
trainings attended related on LMS. The learning management system be evaluated in terms of accessibility and
reliability. Significant difference on the extent of learning management system utilization when the respondents
are grouped according to profile variables. Significant relationship between the utilization of LMS and faculty
performance and what program to be proposed based on the study. It consists of how data well gathered through
questionnaire.
RESULTS AND DISCUSSION
This chapter presents the results and interpretation of the findings based on collected data, related literature and
studies, and the researcher’s observations and actual experience.
Profile of the Respondents
Table 2 shows the frequency and percentage distribution of the respondents’ as to age, gender and civil status.
Table 2 Frequency and Percentage Distribution of the Respondents’ Profile
Age
Frequency
Percent
21 - 25 years old
16
28
26 - 30 years old
12
21
31-35 years old
15
26
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36-40 years old
7
12
41 above
7
12
Total
57
100
Mean Age = 31.60 years old
Gender
Frequency
Percent
Male
14
24.6
Female
40
70.1
LGBTQ+
3
5.3
Total
57
100
Civil Status
Frequency
Percent
Single
35
61.4
Married
21
36.8
Widow/Widower
0
0
Separated
1
1.8
Total
57
100
Table 2. The demographic data reveal that the majority of teachers utilizing the Learning Management System
(LMS) for online learning are young educators, with 28% aged 21–25, followed by 26% aged 31–35, and 21%
aged 26–30. The average age is 31.6 years, indicating that younger teachers are more engaged in using LMS
platforms. This suggests that training and LMS design should consider digital-native users while also supporting
older educators through targeted capacity-building programs.
In terms of gender, female teachers constitute the majority (70.1%), followed by males (24.6%), and LGBTQ+
teachers (5.3%). This reflects the general trend of female dominance in the teaching profession and suggests that
women may be more active or adaptable in online learning environments. The findings emphasize the importance
of ensuring that LMS platforms remain inclusive and gender-sensitive, catering to diverse user needs and
preferences.
Regarding civil status, most respondents are single (61.4%), with 36.8% married, and only 1.8% separated. These
statistics suggest that younger, single teachers constitute the majority of LMS users. Understanding how civil
status influences LMS engagement can help institutions design flexible online teaching approaches that
accommodate varying personal and professional responsibilities.
Overall, these findings highlight key demographic factors that may influence LMS utilization and teachers’
perceived performance in online learning.
Table 3 Frequency and Percentage Distribution of the Respondents’ Profile
Highest Educational Attainment
Percent
Bachelor’s Degree
28
With MA Units
22.8
MA Graduate
33.3
With PhD Units
7
PhD Graduate
5.3
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Table 3. The data show that most teachers using the Learning Management System (LMS) for online teaching
hold advanced academic qualifications. A majority are MA graduates (33.3%), followed by those with a
bachelor’s degree (28%) and MA units (22.8%). Only a small percentage have pursued doctoral studies, with
7% holding PhD units and 5.3% as PhD graduates, while 3.5% hold other qualifications. This indicates that most
LMS users are academically competent professionals with postgraduate backgrounds, suggesting a strong
foundation for adapting to digital teaching environments.
In terms of years in service, nearly half of the teachers (49.1%) have 1–5 years of experience, while 22.8% have
6–10 years, and smaller groups have longer tenures (8.8% with 11–15 years and 7% with more than 15 years).
The average teaching experience is 6.63 years, indicating that many LMS users are relatively early in their
teaching careers and likely more familiar with technology integration in education.
Regarding subjects handled per semester, 33.3% of teachers manage four subjects, another 33.3% handle more
than five, and 26.3% handle three subjects, while only 7% manage two. This suggests a substantial teaching
workload that may influence their LMS engagement and performance.
As for LMS-related training, 43.9% of respondents attended 1–2 trainings, 35.1% joined 3–4 trainings, and
21.1% participated in more than five. These figures highlight a positive level of professional development but
Others:
3.5
Total
100
Years in Service
Percent
less than 1 year
12.3
1-5 years
49.1
6-10 years
22.8
11-15 years
8.8
more than 15 years
7.0
Total
100
Mean Years in Service = 6.63 years in service
Numbers of Subjects handled
per Semester
Percent
1
0
2
7.0
3
26.3
4
33.3
Over 5 subjects
33.3
Total
100
Number of Trainings attended
related on LMS
Percent
1-2
43.9
3-4
35.1
Over 5 trainings
21.1
Total
100
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also point to the need for continuous LMS training to ensure all teachers can fully maximize its potential for
effective online instruction.
Extent of learning management system utilization
Accessibility
Table 4 Extent of learning management system utilization in terms of Accessibility
Table 4 shows the summary of a survey exploring teachers' perceptions of the accessibility features of a Learning
Management System (LMS) when utilized for online learning. Participants indicated their agreement or
disagreement with different statements on a scale, perhaps on the ranking from 1 (strongly disagree) to 5
(strongly agree).
The highest-rated features, with a weighted mean of 3.42 and 3.43, are the ability for the LMS to enable an
inclusive learning environment with individual accessibility settings and how easily users can manage it, both
of which participants "strongly agreed" with. The system's capacity to stay protected on any device and foster
real-time collaboration also received "strongly agree" rating with weighted means of 3.38 and 3.33, respectively.
The least agreed feature with a weighted mean of 3.21, was the system's ability to reach all types of learners with
built-in accessibility tools, which participants disagreed with. The overall mean was a favourable response of
"strongly agree," with a weighted mean of 3.54. The ranking shows that the teachers found the system's ease of
adding users and managing security settings to be the most valuable, while the built-in accessibility tools ranked
lowest.
This means that creating inclusive experiences for learners and administrators with visual and hearing
impairments is more effective with an LMS that supports accessibility standards. An LMS that supports Web
Content Accessibility Guidelines (WCAG) and other accessibility guidelines can create the foundation for a
comprehensive training and development program.
However, Accessible course content that meets WCAG standards is also necessary to ensure that learners have
equitable access to the educational experience, regardless of personal ability or use of assistive technology
(Henry, 2021).
Accessibility
Weighted Mean
Qualitative
Rating
Rank
1. Enable an inclusive learning environment with individual
accessibility settings that fit each student’s unique learning
style.
3.42
Strongly Agree
2
2. Stay protected on any device, distribute apps on mobile
devices, and limit remote access to any endpoint.
3.38
Strongly Agree
3
3. Reach all types of learners with built-in accessibility tools
like closed-caption, Screen Reader, braille readers, screen
magnification, and more.
3.21
Disagree
5
4. Collaborate in real time with Docs, Sheets, Slides, Forms,
Sites, and Jamboard.
3.33
Strongly Agree
4
5. Easily add users, manage devices, and configure security and
settings so your data stays safe
3.43
Strongly Agree
1
Overall Weighted Mean
3.54
Strongly Agree
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Reliability
Table 5 shows the extent of learning management system utilization in terms of reliability.
Table 5 Extent of learning management system utilization in terms of Reliability
Table 5 shows the survey appears to analysed teachers' perceived performance when using a Learning
Management System (LMS) for online learning. Teachers rated several features of the LMS, with the
understanding each feature enhances their performance and online teaching experiences. The feature that ensures
consistent, transparent grading and feedback with rubrics and a comment bank received the highest rating at a
weighted mean of 3.44, thus being ranked first. Three features tied for the 2.33 rank position with a weighted
mean of 3.39. These include two features intended for saving educators' time and simplifying workloads: one is
by creating courses, organizing classwork, distributing assessments, and sharing rich feedback, and the other by
posting and scheduling coursework and building to-do lists. The third feature securing the same rank is the
system's compliance with numerous requirements and industry standards. Scanning and flagging citation issues
through originality reports for academic integrity came in third, with a weighted mean of 3.35. Overall, teachers
"strongly agreed" that the utilization of the LMS enhances their performance in online learning, with the overall
weighted mean calculated at 3.40.
This proved that Learning Management Systems (LMS) reinforce the learning process through online classroom
environments. A standard LMS supports an inclusive learning environment for academic progress with
interceding structures that promote online collaborative-groupings, professional training, discussions, and
communication among other LMS users. An instructor’s presence within an LMS creates an engaging learning
environment. Students can retain their autonomy, enthusiasm, and motivation with LMS use. Stakeholders of
the educational community must find scientific studies to support their contributions in LMS platforms to assist
scholars in learning mathematics and other academic subjects. (Bradley, V. M. (2021).
Summary
Table 6 shows the extent of learning management system utilization in terms of accessibility.
Table 6 Summary
Reliability
Weighted Mean
Qualitative Rating
Rank
1. Help educators save time with Classroom and
Assignments by easily creating courses, organizing
classwork, distributing assessments, and sharing rich
feedback.
3.39
Strongly Agree
2.33
2. Ensure consistent, transparent grading and feedback
with rubrics and a comment bank
3.44
Strongly Agree
1
3. Help educators streamline workloads by posting and
scheduling coursework and building to-do lists in
Classroom.
3.39
Strongly Agree
2.33
4. Use in compliance with numerous requirements and
industry standards.
3.39
Strongly Agree
2.33
5. Guide original thinking and academic integrity with
quick scans to flag citation issues in originality
reports
3.35
Strongly Agree
3
Overall Weighted Mean
3.40
Strongly Agree
Overall Weighted Mean
Qualitative Rating
Rank
Accessibility
3.54
Strongly Agree
1
Reliability
3.40
Strongly Agree
2
Grand Mean
3.31
Strongly Agree
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Reliability is also considered a very important aspect of the LMS for teachers. With a weighted mean score of
3.40, teachers also "strongly agreed" that the reliability of the LMS impacts their online learning performance,
placing it in second position. Overall, teachers "strongly agreed" that using the LMS enhances their performance
in online learning, scoring the grand mean at 3.31.
These statistics proved that LMS allow online professors to prepare constructivist arrangements with adaptable
pedagogical intentions (AlFraihat, 2020). An LMS also allows online professors to cultivate an educational
environment for learning and continuous improvement (Kitchen & Berk, 2016; Watson & Watson, 2012).
Learning Objects provide valuable resources for efficient information access that is adaptable for specific student
needs (Turnbull, 2019).
Faculty Performance
Table 7 shows this data interpretation that indicates the teachers' perceived performance in the online learning
modality is rated as 'Satisfactory' with a weighted mean of 3.52. This suggests overall satisfactory performance
levels in utilizing the Learning Management System (LMS) for online teaching. However, this result does not
highlight individual areas of strength or areas for improvement.
Table 7 Faculty Performance
Significant difference on the extent of learning management system utilization when the respondents are
grouped according to profile variables
Accessibility
Table 8 Significant difference on the extent of learning management system utilization in terms of Accessibility
when the respondents are grouped according to profile variables
Profile Variables
Source of
Variation
Sum of
Squares
df
Mean
Square
Sig.
Interpretation
Age
Between Groups
21.128
9
2.348
0.22
9
Do not reject
Ho
Not Significant
Within Groups
80.592
4
7
1.715
Total
101.719
5
6
Gender
Between Groups
2.069
9
0.230
0.58
1
Do not reject
Ho
Not Significant
Within Groups
12.808
4
7
0.273
Total
14.877
5
6
Civil Status
Between Groups
9.236
9
1.026
0.00
Ho is rejected
Significant
Within Groups
10.658
4
7
0.227
Total
19.895
5
6
Highest Educational Attainment
Between Groups
25.079
9
2.787
0.08
6
Do not reject
Ho
Performance
Weighted Mean
Qualitative Rating
3.52
Satisfactory
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Within Groups
71.167
4
7
1.514
Not Significant
Total
96.246
5
6
Years in Service
Between Groups
12.279
9
1.364
0.27
Do not reject
Ho
Not Significant
Within Groups
49.967
4
7
1.063
Total
62.246
5
6
Numbers of Subjects handled per
Semester
Between Groups
10.919
9
1.213
0.18
7
Do not reject
Ho
Not Significant
Within Groups
38.800
4
7
0.826
Total
49.719
5
6
Number of Trainings attended related on
LMS
Between Groups
6.993
9
0.777
0.23
8
Do not reject
Ho
Not Significant
Within Groups
27.042
4
7
0.575
Total
34.035
5
6
Table 8 shows that based on this data interpretation: age, gender, highest educational attainment, years in service
and number of subjects handled per semester, along with the number of LMS-related trainings attended, do not
have significant difference on the extent of Learning Management System (LMS) utilization. This is indicated
by their p-values (0.229, 0.581, 0.086, 0.27, 0.187 and 0.238 respectively) which are all greater than 0.05. This
upholds the null hypothesis for these variables.
Contrarily, Civil Status there is significantly difference on LMS utilization since the p-value (0.000) is less than
0.05, leading to the rejection of the null hypothesis for this variable. It can therefore be concluded that the Civil
Status of individuals is the only significant factor affecting LMS utilization amongst the variables measured in
this study.
Age, Gender, Highest Educational Attainment, Years in Service and Number of Subjects Handled per Semester,
as well as the Number of LMS-related Trainings Attended, are not significant factors. These conclusions may
vary dependent on the sample population, suggesting it may be relevant to explore further research.
Therefore concluded, that the level of responsibility, age, social relationships, relationships, happiness,
satisfaction, level of fulfillment and satisfaction influence the behavior and productivity of single and married
people.
Responsibility is a major for married while the effects of relationship are more effective and emotional on single.
For example, responsibility is the main factor for married people while the relationship effect is more effective
and feelings towards single people. Single people are more focused than married people because they have fewer
responsibilities than married people, so you can see they are more likely to greater self-development.
In addition, Single people are more focusing than married because they have small responsibility than married,
so you can find them more capable of developing. (Hamadneh, 2017).
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Reliability
Table 9 Significant difference on the extent of learning management system utilization in terms of Reliability
when the respondents are grouped according to profile variables
Profile Variables
Source of
Variation
Sum of
Squares
d
f
Mean
Square
Sig.
Interpretati
on
Age
Between
Groups
24.215
9
2.691
0.1
34
Do not
reject Ho
Not
Significant
Within Groups
77.504
4
7
1.649
Total
101.719
5
6
Gender
Between
Groups
1.736
9
0.193
0.7
14
Do not
reject Ho
Not
Significant
Within Groups
13.141
4
7
0.280
Total
14.877
5
6
Civil Status
Between
Groups
9.269
9
1.030
0.0
00
Ho is
rejected
Significant
Within Groups
10.625
4
7
.226
Total
19.895
5
6
Highest Educational Attainment
Between
Groups
23.910
9
2.657
0.1
09
Do not
reject Ho
Not
Significant
Within Groups
72.335
4
7
1.539
Total
96.246
5
6
Years in Service
Between
Groups
19.187
9
2.132
0.0
29
Ho is
rejected
Significant
Within Groups
43.059
4
7
0.916
Total
62.246
5
6
Numbers of Subjects handled per
Semester
Between
Groups
6.037
9
0.671
0.6
87
Do not
reject Ho
Not
Significant
Within Groups
43.682
4
7
0.929
Total
49.719
5
6
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Table 9 shows the interpreting variables based on these data: age, gender, highest educational attainment, number
of subjects handled per semesters and number of trainings attended related on LMS have no significantly
difference on the extent of learning management system (LMS) utilization, as demonstrated by their p-values
(0.134, 0.714, 0.109, 0.687, and 0.662 respectively) being greater than 0.05.
Furthermore, civil status and years in service have a significant difference on the extent of learning management
system utilization in terms of reliability.
In theoretical terms, holding a higher level of educational attainment can imply either a better state of a teacher’s
own level of human capital development, or can act as a positive signal of adept innate ability, academic
motivation, and cognitive skills development compared to those teachers without such credentials. To that
end, a teacher’s better state of their own human capital development may reflect more effective instructional
craft, higher efficiency in classroom management, and greater creativity to bolster learning (Liu 2021a).
Significant relationship between the utilization of LMS and faculty performance
Table 10 shows the computed p-value of -0.118 denotes a low negative correlation. The null hypotheses are
accepted. Therefore, the relationship between the utilization of LMS and faculty performance is not significant.
Table 10 Significant relationship between the utilization of LMS and faculty performance
According to Palve, Suchitra S., Palve, Sachin B. Attitude and Perceptions of the Faculty Toward the Use of
Lms in a Tertiary Medical College: an Interventional Study, Many Researchers Have Highlighted That Lms are
Not Always Used By Faculty Members To Their Fullest Capability.While Adopting Any New Method Or
System, There Are People Who Support the Change, and Few of Them Won't.
There is a Disparity in The Attitude and Perception of The Faculty Toward The Application and Use of The
Learning Management System in Teaching and Learning Process. and Also, Very Few Studies Have Been
Conducted at a Tertiary Level Where The Faculty Have Been Sensitized Prior to The Use of Lms.
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the investigations conducted, the conclusions arrived at and the
recommendations of the researchers based on salient findings obtained in the study.
Number of Trainings attended
related on LMS
Between
Groups
4.270
9
0.474
0.6
62
Do not
reject Ho
Not
Significant
Within Groups
29.765
4
7
0.633
Total
34.035
5
6
Pearson Correlation
- 0.118
Sig. (2-tailed)
0.381
N
57
Interpretation
Low negative correlation
Ho is accepted
Not Significant
Correlation is not significant at the 0.01 level (2-tailed).
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SUMMARY OF FINDINGS
Profile of the Respondents
Age. The surveyed group consists of 57 individuals with ages ranging from 21 to above 41. The majority (28%)
are aged 21-25 years, followed by 26% who are 31-35 years old. About 21% are aged 26-30 years, while 12%
are aged 36-40 and another 12% are above 41 years old. The mean age is 31.60 years old.
Gender. Out of the 57 individuals surveyed, 70.1% identified as female, 24.6% identified as male, and 5.3%
identified as LGBTQ+.
Civil Status. Out of 57 individuals surveyed about their civil status, 61.4% are single, 36.8% are married, and
1.8% is separated. There are no widows or widowers among the surveyed individuals.
Highest Educational Attainment.Out of the 57 people surveyed regarding their highest level of education, 18
(31.6%) have Bachelor’s Degree, 13 (22.8%) have obtained MA units, 19 (33.3%) are MA Graduates, 4 (7%)
have obtained PhD units and 3 (5.3%) are PhD Graduates. An additional 2 individuals (3.5%) fall under other
categories.
Years in Service. Out of the 57 people surveyed about their years of service, 7 (12.3%) have less than 1 year,
28 (49.1%) have between 1-5 years, 13 (22.8%) have between 6-10 years, 5 (8.8%) have between 11-15 years,
and 4 (7.0%) have more than 15 years. The average year in service is 6.63 years.
Numbers of Subjects handled per Semester. Out of the 57 people surveyed about the number of subjects they
handle per semester, none handle just one subject, 4 (7.0%) handle two subjects, 15 (26.3%) handle three
subjects, 19 (33.3%) handle four subjects, and 19 (33.3%) handle more than five subjects.
Number of Trainings attended related on LMS. Out of the 57 people surveyed about the number of trainings
they attended on LMS, 25 (43.9%) attended 1-2 trainings, 20 (35.1%) attended 3-4 trainings, and 12 (21.1%)
attended more than five trainings.
Learning management system utilization
Extent of learning management system utilization in terms of Accessibility.
The evaluation of accessibility features shows users generally strongly agree with its aspects. Highest ranked is
the ease of user management, device management, and configuration of security settings (weighted mean 3.43).
The provision of an inclusive environment with individual accessibility settings ranked second (weighted mean
3.42). Real-time collaboration features and staying protected on any device scored highly too (weighted mean
3.33 and 3.38 respectively) while the claim of reaching all types of learners with built-in tools was disagreed
with (weighted mean 3.21). Overall weighted mean is 3.54, showing “Strongly Agree”.
Extent of learning management system utilization in terms of Reliability.
The reliability of various features was strongly agreed upon by users. Top-rated was the provision for consistent,
transparent grading, and feedback with rubrics and a comment bank (weighted mean 3.44). The features for
saving time with Classroom and Assignments, streamlining workloads, and ensuring usage compliance ranked
equally second (weighted mean 3.39). The academic integrity with quick scans had slightly lower though still
strong agreement (weighted mean 3.35). The overall rating for reliability aspects stands “Strongly agree” at a
weighted mean of 3.40.
Significant Difference
Test of significant difference on the extent of learning management system utilization when the
respondents are grouped according to profile variables in terms of Accessibility.
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When interpreting variables based on the data: Age, Gender, Highest Educational Attainment, Years in Service,
Number of Subject Handled per Semester, and Number of Trainings Attended related on LMS, there have no
significantly difference on the extent of Leaning Management Systems (LMS) utilization, as demonstrated their
p-values (.229, .581, .086, .27, .187, and .238 respectively) being greater than 0.05. In contrary, Civil Status has
a Significant Difference on the extent of Learning Management Systems (LMS) utilization in terms of
Accessibility with the p-value of (0.00) less than 0.05.
In summary, the results suggest that civil status is significant factors in LMS
utilization, while age, gender, highest educational attainment, years in service, number of subjects handled per
semester, and numbers of LMS-related trainings attended are not.
Test of significant difference on the extent of learning management system utilization when the
respondents are grouped according to profile variables in terms of Reliability.
There is no significant difference between the extent of Learning Management
Systems (LMS) utilization and Age, Gender, Highest Educational Attainment, Number of Subjects handled per
Semester, and Number of Training attended related on LMS in terms of Reliability with the p-values of (.134,
.714, .109, .687, and .662 respectively) being greater than 0.05. Furthermore, there is a significant
difference between the extent of Learning Management Systems (LMS) utilization on Civil Status and Years in
Service in terms of Reliability with the p-values of (0.00 and 0.29 respectively) being less than the 0.05.
Test of significant relationship on the extent of learning management system utilization and faculty
performance.
This study found no significant relationship between the accessibility of the Learning Management System
(LMS) and faculty performance in the online learning modality. The statistical test resulted in a p-value of 0.77,
which is significantly higher than the standard significance level (0.05). The statistical test resulted in a p-value
of 0.19, which is also higher than the standard significance level (0.05). Therefore, the null hypotheses were not
rejected, suggesting that LMS reliability does not significantly influence faculty performance.
What program to be proposed based on the study?
Based on the summary, a well-received LMS can revolutionize education by providing a user-friendly
platform for students and teachers alike. It enhances accessibility, collaboration, and engagement, ultimately
leading to improved learning outcomes. By investing in such a program, we can create an innovative and
inclusive educational environment that prepares students for the challenges of the future.
Conclusions
Based on summary of the investigations conducted, the researchers have concluded that:
1. The respondent is a typical female in their early adulthood (21-25 years old), single and MA Graduate
status with 1-5 years in service as a teacher. They are also have 4-5 and above numbers of subjects handled
per semester and 1-2 years of training attended related on LMS.
2. The extent of the learning management system's accessibility and reliability is "strongly agree." Users
generally agree on accessibility features, with ease of user management, device management, and security
settings being the top priorities. Inclusive environments with individual accessibility settings were second.
Real-time collaboration and device protection were highly rated. Reliability was also high, with consistent
grading, feedback, saving time, streamlining workloads, and ensuring usage compliance being top
priorities.
3. There was no significant difference in the extent of Learning Management Systems (LMS) utilization in
terms of age, gender, highest educational attainment, numbers of subjects handled per semester, and
number of trainings attended related on LMS in terms of reliability with the p-valued of
(0.134,0.714,0.109,0.687, and 0.662 respectively) being greater than 0.05. Furthermore, there was a
significant difference between the extent of Learning Management Systems (LMS) utilization on civil
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status and years in service in terms of reliability with the p-valued of (0.00 and 0.29 respectively) being
less than the 0.05.
4. The study found no significant relationship between the utilization of the Learning Management System
(LMS) and faculty performance in the online learning modality.
5. A training program will empower teachers to create engaging and interactive online learning experiences,
ultimately leading to improved student outcomes. Investing in such a program will not only benefit teachers
but also contribute to the overall success of online education.
Recommendations
Based on summary of the investigations conducted and the conclusions arrived at, the researchers have offered
the following recommendations based on salient findings obtained in the study.
1. LMS platforms offer a user-friendly interface for efficient course material organization, enhancing student
engagement, track progress, and promoting academic success in online learning, making it crucial for
educators to adapt, therefore, educators can easily monitor students progress through analytics provided by
the LMS.
2. Ensure LMS meets accessibility standards like WCAG, including alternative text and keyboard navigation,
and enhance security through regular software updates, encryption protocols, and user authentication
controls.
3. Choose an LMS with customization, HR integration, detailed user profiles, robust reporting, mobile
accessibility, training modules, data audits, scalable, and data protection compliance.
4. Choose an intuitive LMS with effective training, flexibility, and alignment with core teaching
responsibilities, offering professional development opportunities, and maintaining data privacy and
security.
5. A training program should be customized to the target audience's skill levels, technology familiarity, and
LMS roles, ensuring relevance, effectiveness, and accessibility.
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