Moodle technology and academic performance of Library and Information Science students in University of Calabar: A quasi-experimental study

Abstract

Nigerian universities provide a curriculum in Library and Information Science (LIS). LIS equips undergraduates with the skills to effectively access, acquire, organise, analyse, evaluate, and apply information for individual and societal advancement. The integration of technology could enhance the provision of this instruction. This study investigated the impact of Moodle technology on the academic performance of undergraduates in the library and information science course at the University of Calabar. The inquiry was directed by three hypotheses and three questions. A quasi-experimental research approach was utilised for the execution of the study. The sample consisted of 140 third-year undergraduates from the Department of Library and Information Science at the University of Calabar. A purposive sampling technique was implemented to identify 110 students for the investigation. The 'Moodle Technology Performance Test (MTPT)' was developed by the researchers to facilitate data collection in the study. Three professionals conducted content and face validations of the research instrument. Pilot testing was performed on the instrument to assess its internal consistency via the Split Half Method. The Spearman-Brown prophecy model produced a reliability coefficient of 0.78 for the result. The hypotheses were analysed at a significance level of 0.05 by Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA), while the research topics were analysed using the mean and standard deviation. The findings indicate that Moodle's video and aural education improve the academic achievement of library and information science students, regardless of their cognitive capabilities. Instructors were instructed to integrate Moodle video and audio into the delivery of digital lesson packages to improve students' academic performance and engagement in university courses.