Deaf students’ adoption of Learning Management System at the University of Education, Winneba

Abstract

This study investigated deaf students’ usage nature on learning management system and the determinants of their engagement with the system. Guided by three research objectives, quantitative approach was adopted and a descriptive correlational design was utilized. Data was gathered from 65 undergraduate deaf students using a questionnaire. Descriptive techniques and regression-based path analysis were employed to analyse participants’ responses while ensuring all required ethical protocols. Study revealed; first, a moderate level of LMS usage by deaf students with commonly engaged activities for individual coursework (assignments, accessing materials) while collaborative learning was less used. Secondly, performance expectancy, effort expectancy, and facilitating conditions had direct and indirect significant effect on deaf students’ LMS use behaviour while information and instructional assessment qualities informed LMS use only through their behaviour intention, while social influences did not. Thirdly, age moderated the LMS adoption, with younger deaf students’ intentions and use behaviours more sensitive on performance expectancy, effort expectancy, and social influence than older deaf students, while gender only moderated performance expectancy and social influence for male deaf students. The study recommended that; deaf students be encouraged to use LMS for more than accessing course materials but as medium to interact and collaborate to facilitate academic and social integration. Also, lecturers and LMS service providers should help enhance deaf students’ intention and use behaviour through improved content and assessment qualities by ensuring more inclusive and accessible materials and features. Lastly, lecturers and LMS service providers should enhance deaf students’ engagement by providing age tailored strategies.