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All Journal Journal of Education and Learning (EduLearn)
Rogers, Jamal Kay B.
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Humanities Education Library & Information Science Social Sciences Other

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Moodle interactions and academic performance: educational data mining in a Philippine university Rogers, Jamal Kay B.; Mercado, Tamara Cher R.; Decano, Ronald S.
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21549

Abstract

Poor academic performance remains among the most concerning educational issues, especially in higher education and online learning. To address the concern, institutions like the University of Southeastern Philippines (USeP) leverage educational data mining (EDM) techniques to generate relevant information from learning management systems (LMS) like Moodle, supporting the overall student learning experience. Moodle, considered the most widely used LMS platform, allows researchers and educators to access course logs to generate valuable insights. This EDM study at USeP explored the relationship between Moodle interactions and academic performance using data wrangling and correlation analysis. By examining various interactions from 16 courses collected with a sample size of 682, the study revealed weak correlations between students' Assignment, Create, and Forum actions and academic performance. While Assignment and Create actions show a weak positive association, Forum actions exhibit a weak negative correlation. The majority of Moodle interactions demonstrate a negligible relationship with academic performance. These findings aim to inform educators and administrators about optimizing the use of Moodle to foster a supportive digital learning environment at USeP. This study recommends further explorations, analyses, and other approaches to deepen understanding of the relationship between Moodle interactions and academic performance.
Moodle and Google Classroom: a comparative study of acceptability Rogers, Jamal Kay B.; Salazar, Romel P.; Buladaco, Mark Van M.
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22700

Abstract

The popularity of online learning gives rise to learning management system (LMS) development as a central medium of instruction, communication, assessment, and collaboration for flexible learning. However, different LMS platforms present different acceptability to users, making it challenging for educational institutions to choose a platform for implementation. This study used a quantitative research design to compare the acceptance scores of Moodle and Google Classroom based on the technology acceptance model (TAM). Using convenience sampling, 40 students from the City College of Davao (CCD) participated in a survey to determine the perceived usefulness (PU), the perceived ease of use (PEOU), and the overall acceptance scores of the 2 LMSs. An independent t-test was used to compare the acceptance scores after determining the normality and homogeneity of the data sets. The comparative analysis determined no significant difference between the acceptance scores of Moodle and Google Classroom. Despite the limited number of participants, the findings suggest that CCD can use either of the 2 LMSs for official implementation. The findings can also inform other institutions and help them adopt the methods and recommendations in the study. The study contributes to the growing literature on technology acceptance and LMS.
Co-Authors Buladaco, Mark Van M. Decano, Ronald S. Mercado, Tamara Cher R. Salazar, Romel P.