Analyzing Trainees' Engagement with Learning Management System Across Various Modes of Study in Technical Training Institutions: A Case Study of Kenya

Abstract

Learning Management System (LMS) are software applications designed to manage digital learning content. Their utilization in education has been steadily increasing over the past few decades. However, there is need of comprehensive research focusing specifically on the effectiveness of LMS in enhancing the instructional process in Kenyan TTIs. The current state of utilization of Learning Management System in Kenyan TTIs and their influence on the efficiency of instructional processes remains unclear, necessitating an in-depth investigation to assess their role in improving the quality of education and learning outcomes in these institutions. This paper provides an analysis on the engagement levels of trainees using LMS in different modes of study. The study was anchored on Social Constructivism Theory in understanding how trainees learn. A mixed method design was employed involving both qualitative and quantitative approaches. Questionnaires and interview schedules were used to collect data and piloted to test their reliability and validity. The target population was the 34 County Directors in the 34 Counties with approved TTIs in Kenya, 154 Principals from the 154 approved TTI’s in Kenya, 3400 trainers and 132000 trainees from the 154 approved Technical Training Institutions in Kenya. Sampling involved stratified sampling where respondents were classified into their respective strata then Simple random sampling was employed to sample County directors. Principals, trainers and Trainees from the selected Technical Training Institutions. The collected data was analyzed using descriptive and inferential statistics. The study revealed varying degrees of engagement, competency levels, and challenges related to time sufficiency for LMS activities with the majority utilizing LMS on a weekly basis. Trainers expressed mixed perceptions on LMS competency and time sufficiency. The study found LMS as a framework that positively impact learner’s engagement, learning, and assessment in TTIs. The regression analysis highlighted the substantial predictive power of LMS variables—utilization, effectiveness, and pedagogy and instructional process explaining (99.8%) of policy variance. However, correlation findings suggest limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, and integrating technology into curricula through policy and collaboration. The study recommends the need for exploring the factors influencing trainees' engagement and the impact of LMS on learning outcomes, skill acquisition, and knowledge retention.