This study examined the role of information technology systems, specifically the Learning Management System (LMS), in enhancing academic and administrative efficiency at William V. S. Tubman University, Liberia. The study provides empirical evidence on the impact of digital learning systems in a developing-country context, with implications for improving higher education management and service delivery. A descriptive cross-sectional research design was employed. The study targeted LMS users, including students, faculty, administrative staff, and IT personnel. A stratified random sampling technique was used to select a representative sample. Data were collected using structured questionnaires and interview guides and analyzed using descriptive statistics and thematic analysis. Findings revealed that the LMS positively influenced academic efficiency, with 56% of respondents reporting improved assignment submission and grading, and 48% indicating enhanced communication between students and staff. Access to learning materials was rated as fast by 28% of respondents, average by 46%, and slow by 26%. Administrative efficiency was also improved, with 78% of respondents reporting reduced workload. Overall system performance was rated as fair (52%), good (32%), and poor (16%). However, several challenges were identified, including unreliable internet connectivity, technical system errors, insufficient LMS training, and limited access to digital devices. Respondents strongly recommended interventions such as enhanced ICT training, improved infrastructure, reliable technical support, and increased funding. The study concludes that while the LMS significantly improves academic and administrative processes, its effectiveness is constrained by infrastructural limitations, user capacity, and system reliability. It recommends strengthening LMS integration, improving internet access, providing continuous training, and expanding technical support services to maximize system efficiency.
Effort Wesseh (Thu,) studied this question.