Correlates of Factors on Students’ Use Behavior of E-learning Management Systems in Ghanaian Public Universities

Abstract

Numerous studies highlight that the high adoption rates of e-learning management systems (e-LMSs) are not necessarily matched by their actual use among students in sub-Saharan African higher education. Nevertheless, factors such as perceived behavioral control of e-LMS, teaching activities in e-LMS, administrative activities in e-LMS, and effectiveness of e-LMS appeared to have influenced students’ use behavior of e-LMSs during the COVID-19 pandemic, although empirical research on these influences remains scarce. This study, therefore, empirically examined the impact of these factors on students' use behavior of e-LMSs in Ghanaian public universities. Data were collected through a paper-based questionnaire administered to 531 students across three public universities in Ghana. The data were coded, converted into a comma-delimited file, and analyzed using SmartPLS 3 software. Employing the partial least squares structural equation modeling, the study revealed insights into the factors driving e-LMS use in Ghanaian public universities. The results indicate that the independent variables explained 69.5% of the variance in students' use behavior of e-LMS. These findings suggest that higher education institutions (HEIs) should focus on activating key factors such as perceived behavioral control of e-LMS, teaching activities in e-LMS, administrative activities in e-LMS, and effectiveness of e-LMS to enhance students’ use behavior of these systems. This study provides HEIs with valuable insights and actionable recommendations to support effective e-LMS utilization.