The adoption of Learning Management Systems (LMS) has become a key strategy in higher education globally, aiming to enhance teaching, learning, and student engagement. In Dodoma City, Tanzania, despite the growing use of LMS, challenges such as low participation, inconsistent usage, and limited digital literacy hinder its effective utilization. This paper investigated the influence of Learning Management Systems (LMS) on student engagement in selected higher learning institutions in Dodoma City, Tanzania. The study employed a convergent mixed-methods design, engaging 50 students and 30 lecturers selected through random and purposive sampling. Data was collected through structured questionnaires, semi-structured interviews, and observation of the LMS platform. Quantitative analysis revealed positive perceptions toward LMS-supported engagement (Activity and Participation: M = 3.72; Content Interaction: M = 3.60). Content Interaction (B = 0.495, β = 0.473, p = 0.006) emerged as a stronger and more statistically significant predictor of effective teaching and learning activities. The coefficient for Activity and Participation (B = 0.314, β = 0.304, p = 0.073) reveals a positive statistically marginally significant relationship with effective teaching and learning activities at 10%. Qualitative data further confirmed enhanced interactivity. The study recommends improving digital orientation, fostering active participation via interactive tools, and enforcing LMS usage policies to ensure consistency.
Chihambaya et al. (Wed,) studied this question.
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