Perceived Algorithmic Autonomy-Support and Computer Attitude on Learning Management Systems in Higher Education Institutions in Davao Region

Abstract

This quantitative research study adopts a non-experimental, descriptive, and correlational design to investigate the influences of perceived algorithmic autonomy-support and computer attitude on Learning Management Systems (LMS) among higher education institutions. The study involves a 100 sample of participants from diverse educational settings, employing adapted questionnaires and statistical measures such as mean, Pearson correlation coefficient (Pearson r), standard deviation, and regression analysis. The research reveals positive perceptions of algorithmic autonomy-support and computer attitudes among participants, covering affective components, perceived usefulness, perceived control, and behavioral intention. Additionally, the study highlights the significance of these factors in optimizing engagement with LMS. While a strong motivation to embrace LMS is evident, the impact of computer attitude on motivated learning strategies is statistically significant. Conversely, perceived algorithmic autonomy-support exhibits a notable influence on instructors’ engagement with LMS. These findings emphasize the need to recognize the pivotal roles of perceived algorithmic autonomy-support and computer attitude in the successful implementation of LMS in higher education institutions. Recommendations include prioritizing strategies that enhance algorithmic autonomy-support and computer attitudes among instructors, ultimately contributing to the optimization of educational management practices.