Abstract:
The primary aim of the study was to assess the teachers' utilization of learning management system on students' academic performance. This study made use of the descriptive-correlational method of research which utilized standardized questionnaires as primary data gathering technique and a documentary analysis. For the teacher-respondents, the study involved 105 teachers from college, 15 from senior high school, and 228 from elementary school. In summary, there were 370 students and 348 teachers who participated in this study. The results were processed using the Statistical Packages for Social Sciences (SPSS), and the data were presented using appropriate tables and texts. The results were analyzed and interpreted using statistical tests such as weighted mean procedures on determining the level of utilization of learning management system and frequency and percentage procedure for the students' academic performance, and multiple correlations and regression analysis to determine the effects of teachers' utilization of learning management system on students' academic performance. Results of the regression analysis indicate that all the three (3) variables of utilization of learning management system affect the students' academic performance to varying extent as shown by the non-zero coefficients. However, a closer look at the obtained B coefficients, one could deduce that all variables yielded B coefficients of 1.373 (teachers' literacy), 0.713 (teachers' skills), and 0.449 (teachers' implementation) with associated probability greater than the significance level set at 0.05. This means that all sub-variables mentioned affect the students' academic performance, that for every unit improvement in variables mentioned, students' academic performance can be expected to increase by 1.373, 0.713, and 0.449, respectively, but not to a significant extent. Findings suggest implementing ongoing training sessions and workshops to enhance teachers' proficiency in LMS utilization. Emphasize not only technical literacy but also effective integration into teaching practices. This ensures that teachers are well-equipped to leverage the full potential of the LMS.
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