The Effect of Moodle LMS on Distance Learning Undergraduates’ Performance in Environmental Education
DOI:
https://doi.org/10.57092/ijetz.v4i1.330Keywords:
Distance Learning, Environmental Education, Learning Management System, MoodleAbstract
The research examined the impact of Moodle on the academic performance and satisfaction of distance learning undergraduates in Environmental Education. A repeated measures design was employed, involving 113 purposefully selected environmental education students. Data were collected using the Environmental Education Achievement Test (EEAT) and the Moodle Online Learning Satisfaction Inventory (MOLSI), both of which underwent validation and reliability testing. Students completed two pre-tests and pre-satisfaction assessments before the intervention, followed by two post-tests and post-satisfaction assessments afterward. Data analysis was conducted using repeated measures analysis of variance. The results indicate that Moodle significantly enhanced students' academic performance (F (3,336) = 193.189, P = 0.00, effect size = 0.963) and satisfaction (F (3,336) = 154.112, P = 0.00, effect size = 0.957). Additionally, Mauchly’s test of sphericity showed no violations for either achievement (W = 0.741, P = 0.621) or satisfaction (W = 0.604, P = 0.572). The study also found that variables such as age, gender, location, and device type did not significantly moderate the impact of Moodle on students' achievement. These findings suggest that incorporating Moodle into distance learning curricula could benefit environmental education lecturers, researchers, and policymakers in Nigeria by fostering the development of skilled and environmentally literate graduates
Downloads
References
Ahmed, K., & Mesonovich, M. (2019). Learning management systems and student performance. International Journal of Sustainable Energy Development, 7 (1), 582–591. https://infonomics-society.org/ijsed/
Al Bataineh, K. B., Banikalef, A.A.A., & Albashtawi A. H. (2019). The Effect of Blended Learning on EFL Students’ Grammar Performance and Attitudes: An Investigation of Moodle. Arab World English Journal, 10 (1), 324-334. https://dx.doi.org/10.24093/awej/vol10no1.27
Ali, H., Cole, A., Sienkiewicz, A., & Hassan, M. M. (2019). Developing an interactive survey instrument to capture hospitalized children’s experience. Proceedings of the Human Factors and Ergonomics Society, 877-881. https://journals.sagepub.com/doi/pdf/10.1177/1181319631295
Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32 (1), 57–73. https://doi.org/10.1007/s12528-019-09207-0
Alqahtani, M. A., Alamri, M. A., Sayaf, A. M., & Al-Rahimi, W. M. (2022). Exploring student satisfaction and acceptance of e-learning technologies in Saudi higher education. Frontier Psychology, 10. https://doi.org/10.3389/fpsyg.2022.939336
Amuda B., Bulus A., & Joseph, H. (2016). Marital status and age as predictors of students’ performance in the North Eastern States of Nigeria. American Journal of Educational Research, 4 (12), 896- 902. https://doi.org/10.12691/education
Araya, R., & Collanqui, P. (2021). Are cross-border classes feasible for students to collaborate in the analysis of energy efficiency strategies for socioeconomic development while keeping CO2 concentration controlled? Sustainability, 13 (3), 1–20. https://doi.org/10.3390/su13031584
Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills. Universal Journal of Educational Research, 8 (3B), 24–32. https://doi.org/10.13189/ujer.2020.081503
Ardoin, N. M., Bowersd, A. W., & Gaillarde, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241 (108224). https://doi.org/10.1016/j.biocon.2019.108224
Bataineh, R. F. & Mayyas, M. B. (2017). The utility of blended learning in EFL reading and grammar: A case for Moodle. Teaching English with Technology, 17 (3), 35-49. http://www.tewtjournal.org
Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020). Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? Journal of Educational Psychology, 112 (4), 765–781. https://doi.org/10.1037/edu0000405
Chang, M. M., & Lan, S. W. (2021). Flipping an EFL classroom with the LINE application: students’ performance and perceptions. Journal of Computers in Education, 0123456789. https://doi.org/10. 1007/s40692-020-00179-0
Chen, Y. C., Chen, C. J., & Lee, M. Y. (2022). Effects of Moodle-based e-learning management system on e-collaborative learning, perceived satisfaction, and study achievement among nursing students: A cross-sectional study. Research Square. https://doi.org/10.21203/rs.3.rs-1402422/v1
Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., & Crosbie, R. H. (2019). Student satisfaction and learning outcomes in asynchronous online lecture video. Life Science Education, 18(4), Article 55. https://doi.org/10.1187/cbe.18-08-0171
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates
Dias, S. B., Hadjileontiadou, S. J., Diniz, J., & Hadjileontiadis, L. J. (2020). Deep LMS: A deep learning predictive model for supporting online learning in the Covid-19 era. Scientific Reports, 10 (1), 19888–19888. https://doi.org/10.1038/s41598-020-76740-9
Dooley, L. M., Frankland, S., Boller, E., & Tudor, E. (2018). Implementing the flipped classroom in a veterinary pre-clinical science course: Student engagement, performance, and satisfaction. Journal of Veterinary Medical Education, 45 (2), 195–203. https://doi.org/10.3138/jvme.1116-203
Ekpo, C.G. & Aiyedun, T.G. (2020). Effect of Integration of Photographic Album Teaching Strategy on Students’ Performance in Environmental Education. The Environmental Studies Journal (TESJ): A Multidisciplinary Journal, 3 (1) 15-33. https://www.researchgate.net/publication/342049747_Effect_of_Integration_of_Photogra
Egbedokun, A. O., & Afolabi, O. M. (2023). Influence of Distance Learners’ Demographic Variables on Motivation and Performance in Flipped Classroom. Asian Journal of Education and Social Studies, 40 (4), 1-9. https://doi.org.10.9734/ajess/2023/v40i4878
Falode, O. C., & Mohammed, I. A. (2023a). Educational technology undergraduates’ performance in a distance learning course using three courseware formats. International Review of Research in Open and Distributed Learning, 24 (4), 1-19. https://doi.org./10.19173/irrodl.v24i4.7219
Falode, O. C., & Mohammed, I. A. (2023b). Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings. Journal of Digital Educational Technology, 3(1), ep2303. https://doi.org/10.30935/jdet/13106
Feizabadi, N., Aliabadi, K., & Ahmadabadi, M. N. (2016). The impact of English learning software Moodle. International Journal of Humanities and Cultural Studies, 1 (1), 1427–1437 https://www.ijhcs.com/index.php/ijhcs/article/download/1957/2318.
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using Moodle for teaching and learning. International Journal of STEM Education, 9 (9). https://doi.org/10.1186/s40594-021-00323-x
Green, R. A., Whitburn, L. Y., Zacharias, A., Byrne, G., & Hughes, D. L. (2018). The relationship between student engagement with online content and achievement in a blended learning anatomy course. Anatomical Sciences Education, 11 (5), 471–477. https://doi.org/10.1002/ase.1761
Hempel, B., Kiehlbaugh, K., & Blowers, P. (2020). Scalable and practical teaching practices faculty can deploy to increase retention: A faculty cookbook for increasing student success. Education for Chemical Engineers, 33, 45–65. https://doi.org/10.1016/j.ece.2020.07.004
Hwang, C. S. (2020). Using continuous student feedback to course-correct during COVID-19 for a monmajors chemistry course. Journal of Chemical Education, 97 (9), 3400–3405. https://doi.org/10.1021/acs.jchemed.0c00808
Jones, D., Lotz, N., & Holden, G. (2021). A longitudinal study of virtual design studio use in STEM distance design education. International Journal of Technology and Design Education, 31 (4), 839–865. https://doi.org/10.1007/s10798-020-09576-z
Kauts, D. S., & Kaur, N. (2021). Effectiveness of Moodle- LMS on the Academic Achievement and Student Satisfaction among IX grade Mathematics Learners. Turkish Online Journal of Qualitative Inquiry, 12 (3), 1544- 1553. https://tojqi.net/index.php/journal/article/view/1524
Knight, A.T., Cook, C.N., Redford, K.H., Biggs, D., Romero, C., Ortega-Argueta, A., Norman, C.D., Parsons, B., Reynolds, M., Eoyang, G., & Keene, M. (2019). Improving conservation practice with principles and tools from systems thinking and evaluation. Sustain. Sci. https://doi.org/10.1007/s11625-019-00676-x
Mershad, K., Damaj, A., Wakim, P., & Hamieh, A. (2019). LearnSmart: A framework for integrating internet of things functionalities in learning management systems. Education and Information Technologies, 25, 2699–2732. https://doi.org/10.1007/s10639-019-10090-6
Mlotshwa, N., Tunjera, N., & Chigona, A. (2020). Integrating Moodle into the classroom for better conceptual understanding of functions in mathematics. South African Journal of Education, 40 (3), 1–14. https://doi.org/10.15700/saje.v40n3a1570
Mohammed, I. A., Falode, O. C., Kuta, I. I., & Bello, A. (2024a). Effect of game-based learning on educational technology Students’ performance: A case of simple repeated measures approach. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12593-3
Mohammed, I. A., Kuta, I. I., Falode, O. C., & Bello, A. (2024b). Comparative performance of undergraduate students in micro teaching using Telegram and WhatsApp in collaborative learning settings. Journal of Mathematics and Science Teacher, 4(2), em063. https://doi.org/10.29333/mathsciteacher/1441
Mohammed, I. A., & Bello, A. (2024). Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. Pedagogical Research, 9 (3), em0213. https://doi.org/10.29333/pr/14699
Mohammed, I. A., Kuta, I. I., & Bello, A. (2023). Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings. Mediterranean Journal of Social & Behavioral Research, 7 (1), 1-8. https://doi.org/10.30935/mjosbr/13665
Mohammed, I. A., & Ogar, S. I. (2023). Exploring the potential of YouTube videos towards enhancing achievement and retention of undergraduate students in environmental education. European Journal of Interactive Multimedia and Education, 4 (1), e02302. https://doi.org/10.30935/ejimed/13190
Mohammed, I. A., Olatunde-Aiyedun, T. G., & Bello, A. (2024c). Distance learning lecturers’ awareness and readiness towards open educational resources. Computers and Children, 3(1), em006. https://doi.org/10.29333/cac/15209
Mohammed, I.A., Bello, A., Ayuba, B. (2025). Effect of large language models artificial intelligence ChatGPT chatbot on achievement of computer education students. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13293-8
Monroe, M.C., & Krasny, M.E. (2016). Across the Spectrum: Resources for Environmental Education, 3rd ed. North American Association for Environmental Education, Washington, DC. https://doi.org/10.26803/ijlter.22.4.22
Mwangi, E. G., Imonje, R., & Kalai, J. (2023). Undergraduate students’ satisfaction levels with Moodle feedback features in selected public universities in Kenya. Journal of Education and Practice, 14 (5), 17-27. https://core.ac.uk/download/558855781.pdf
Oguguo, B. C. E., Nannim, F. A., Agah, J. J., Ugwuanyi, C. S., Ene, C. U., & Nzeadibe, A. C. (2021). Effect of learning management system on students’ performance in educational measurement and evaluation. Education and Information Technologies, 26 (2), 1471–1483. https://doi.org/10.1007/s10639-020-10318-w
Pickering, J. D., & Swinnerton, B. J. (2019). Exploring the dimensions of medical student engagement with technology-enhanced learning resources and assessing the impact on assessment outcomes. Anatomical Sciences Education, 12 (2), 117-128. https://doi.org/10.1002/ase.1810
Price, E., Lau, A. C., Goldberg, F., Turpen, C., Smith, P. S., Dancy, M., & Robinson, S. (2021). Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International Journal of STEM Education, 8 (1). https://doi.org/10. 1186/s40594-020-00268-7
Raza, S. A., Qazi, W., Khan, K. A., & Salam, J. (2021). Social isolation and acceptance of the Learning Management System (LMS) in the time of COVID19 pandemic: An expansion of the UTAUT model. Journal of Educational Computing Research, 59 (2), 183–208. https://doi.org/10.1177/0735633120960421
Riddle, E., & Gier, E. (2019). Flipped classroom improves student engagement, student performance, and sense of community in a nutritional sciences course (P07-007-19). Current Developments in Nutrition, 3 (S1), 657–659. https://doi.org/10.1093/cdn/nzz032.P07-007-19
Ristić, I., Runic-Rustic, M., Tot, T. J., Tot, V., & Bajac, M. (2023). The Effects and Effectiveness of an Adaptive E-Learning System on the Learning Process and Performance of Students. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11 (1), 77-92. https://doi.org/10.23947/2334-8496-2023-11-1-77-92
Shettar, A., Vijaylakshmi, M., & Tewari, P. (2020). Categorizing student as a convergent and divergent thinker in problem-solving using learning analytics framework. Procedia Computer Science, 172, 3–8. https://doi.org/10.1016/j.procs.2020.05.001
Toomey, A.H., Knight, A.T., Barlow, J. (2017). Navigating the space between research and implementation in conservation. Conserv. Lett. 10, 619–625. https://doi.org/10. 1111/conl.12315
Ugwuanyi, C. S. (2022). Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures. Education and Information Technologies, 27, 6353– 6365. https://doi.org/10.1007/s10639-021-10850-3
UNESCO, 1978. The Tbilisi Declaration: Final Report: Intergovernmental Conference on Environmental Education. USSR, Tbilisi 14–26 October 1977. https://unesdoc.unesco.org/ark:/48223/pf0000032763
Yilmaz, E. O. (2022). Comparison of the satisfaction of students who use different learning management systems in distance education processes. Open Praxis, 14 (2), 96-109. https://doi.org/10.55982/openpraxis.14.2.152
Yu, Q. (2022). Factors influencing online learning satisfaction. Frontiers in Psychology, 13, Article 852360. https://doi.org/10.3389/fpsyg.2022.852360
Zabolotskikh, A., Zabolotskikh, A., Dugina, T., & Tavberidze, D. (2021). Creating individual learning paths in the Moodle plugin for undergraduate students to study English grammar. Education and Information Technologies, 26 (1), 617–637. https://doi.org/10.1007/s10639-020-10278
Zakaria, N. A., Saharudin, M. S., Yusof, R., & Abidin, Z. Z. (2019). Code pocket: Development of interactive online learning of STEM’s subject. International Journal of Recent Technology and Engineering, 8 (2), 5537–5542. https://doi.org/10.35940/ijrte.B3297.078219
Zheng, J., Xing, W., & Zhu, G. (2019). Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment. Computers and Education, 136, 34–48. https://doi.org/10.1016/j.compedu.2019.03.005
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ibrahim Abba Mohammed , Charles George Ekpo, Tope Gloria Olatunde-Aiyedun, Ahmad Yahaya Zakari , Syvanus Innocent Ogar

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.