Influence of Modular Object-oriented Dynamic Learning Environment Features on Student’s Satisfaction in Learning Common Units in Public Universities in Kenya.

Abstract

This study investigated the influence of modular object-oriented dynamic learning environment (MOODLE) on students' level of satisfaction in learning common units in public universities in Kenya. The following are major variables that formed objectives of the study: ease of access features, feedback features, communication features, interactive features, and evaluation features. The study was guided by constructivism theory and mixed-method research design. The study targeted a population of 216,502 undergraduate students, 17public universities, 236 lecturers teaching common units, 102 eLearning administrators, 34 dean of faculties and seventeen directors of quality assurance. The sample size comprised of 1919 second year students, 84 lectures, 12 deans of faculties,15 elearning administrators ,6 directors of quality assurance. Instruments for data collection included questionnaires, interview guides, and a focus group discussion guide. The validity of instruments construct was determined by expert’s judgement and test-retest method while reliability index was calculated using Cron Batch alpha via SPPS where student’s questionnaire r=0.912, lecturer’s questionnaire r=0.773, focused group guide r=0.806, elearning administrator guide r=0.719, Director of quality assurance guide r= 0.636 and the deans of faculty guide r=0.876. The data was analyzed via descriptive and inferential statistics using SPSS. Descriptive statistics included: mean, frequencies, deviations presented in table and pie chart. Inferential statistics used was ordinal regression and Wald chi-square. The findings were as follows: All the five hypotheses were tested at alpha value =0.05 using ordinal regression. The first hypothesis found there is no significant relationship between MOODLE ease of access features and student satisfaction. The significant value was 0.515. The second hypothesis found out there is no significant relationship between MOODLE feedback features and students' satisfaction with using MOODLE LMS and the significant value was 0.884. The third hypothesis established that there was no significant relationship between MOODLE communication features and students' satisfaction. The significant value was 0.902. The fourth hypothesis found that there was no significant relationship between MOODLE interactive features and students' satisfaction. The significant values was found to be 0.787. The last hypothesis established there was no significant relationship between MOODLE evaluation features and student satisfaction in learning common units in public universities in Kenya and the significant value was 0.357. The key findings indicate low to high (23%-75%) students satisfaction level with the ease of access MOODLE LMS features, moderate students satisfaction level with feedback features, Medium students satisfaction level with MOODLE communication features, low students satisfaction with interactive features and finally lower students satisfaction with MOODLE evaluation features The study recommends public universities to partner with international internet service providers with local presence and digital devices companies for affordable eLearning devices . secondly, frequent training on eLearning skills among all users and finally universities need to upgrade their ICT servers and internet infrastructure.