LEARNING MANAGEMENT SYSTEM IN EDUCATION: FROM THE VIEWS OF THE LEARNERS

Education

This study explored the lived experiences, needs, support systems, and suggestions of high school learners in using Learning Management Systems (LMS) at Cogonon Integrated School, a rural public school in New Bataan, Davao de Oro. Anchored on the Technology Acceptance Model (TAM), the study employed a qualitative-phenomenological approach to understand how learners interact with LMS amid technological and instructional challenges. Eight participants from Grades 7 to 10 were purposively selected. Data were gathered through face-to-face semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Findings revealed four major thematic areas: experiences, needs, support systems, and suggestions. Under experiences, learners encountered both benefits and barriers in using LMS, with slow internet connection, accessibility, and increased workload as key challenges. Despite these, they appreciated LMS features such as ease of accessing materials, searching for lessons, and submitting outputs online. In terms of needs, learners emphasized the importance of a stable internet connection, digital devices, and clear instructional guidance. They also expressed the need for support from teachers and peers, video tutorials, and interactive content to enhance learning. Support systems included asking help from teachers, collaborating with classmates, and using alternative platforms when LMS was not functioning effectively. Teachers’ step-by-step guidance was found helpful in resolving LMS-related issues. For suggestions, learners recommended providing LMS orientations, improving platform interactivity, and enabling offline access. They also suggested increasing access to computers, updating LMS features, and organizing more engaging and structured LMS activities. The study concludes that while LMS supports flexible learning, its impact in rural contexts is constrained by infrastructure and access issues. The findings offer valuable insights for educators and policymakers in designing inclusive, responsive, and learner-centered digital education systems.

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