The effects of the expectation confirmation model (ECM) and the technology acceptance model (TAM) on learning management systems (LMS) in sub-saharan Africa

Abstract

ABSTRACT The integrated ECM and the TAM were being used to identify the determining factors predicting students' intention to use the Learning Management System. The independent study was conducted solely focused at Gombe State University's Faculty of Art and Management Science in Nigeria. This was a quantitative research design wherein the online questionnaires were distributed to 500 selected post-graduate students through convenient sampling with the additional support of the snowballing sampling technique. The data collected was analysed using SPSS Version 22 and Amos Version 21. This study reveals that the broadly defined integrated model variables can influence a large percentage of high school students using LMS. However, one of the integral factors in the Expectation Confirmation Model (ECM), “Confirmation,” is discovered to be completely unimportant in the comprehensive integrated model. This research study outlines the various important benchmarks throughout the LMS design phase as well as a strongly proposed optimum approach to a fully utilised LMS process at universities as well as higher education institutions. The study suggested that students and teachers are essential participants for whom the continued involvement tends to increase the interactions and exchange of knowledge of teaching and learning information within and between teaching staff and students.