RELATIONSHIP BETWEEN UTILIZATION OF LEARNING MANAGEMENT SYSTEM (LMS) AND KISWAHILI LANGUAGE STUDENTS’ ACADEMIC ACHIEVEMENT IN SELECTED UNIVERSITIES IN KENYA

Kiswahili is the most spoken language locally, regionally and in Africa. Despite its importance, academic achievement of Kiswahili students in Universities in Kenya has been unsatisfactory as evidenced by low levels of spoken and written skills as well as performance in examinations. The unsatisfactory achievement in Kiswahili is of great concern because it reduces chances of its graduates to gain employment in fields that require mastery of the language. The purpose of this study was to examine the relationship between utilization of Learning Management Systems (LMS) and Kiswahili language students’ academic achievement in selected Kenyan universities. The study is deemed necessary because the available literature does not seem to examine the relationship between utilization of Learning Management Systems (LMS) and Kiswahili language students’ academic achievement. The study was informed by the Moore’s Theory of Transactional Distance and Self Determination theory. The sample size was 9 Kiswahili language lecturers, 3 Directors of ODel Centers and 300 Kiswahili language students who were selected through purposive sampling and simple random sampling respectively. The research instruments were piloted and reliability index of 0.82 was obtained therefore the instruments were deemed reliable. Qualitative data was analyzed using Thematic Analysis (TA). Quantitative data was analyzed using both descriptive and inferential statistics. Descriptive statistical methods included percentages and means. Inferential statistical methods used were Pearson Correlation Coefficient and Regression analysis. Frequencies and percentages were used to summarize and describe data whereas Pearson Moment Correlation and Regression were used to establish relationships. Data analysis was done using Statistical Package of Social Sciences (SPSS).The findings established that use of Learning Management System(LMS) had significant relationship with Kiswahili language students’ academic achievement (r=0.129,p-value=0.040). The study recommends that universities to invest in upgrading LMS infrastructure and technology to improve accessibility and engagement.