Establishing Students’ Satisfaction with a Learning Management System Using a Modified DeLone and McLean Model: A South African Sample Perspective

Abstract

Students’ use of LMSs in higher education institutions can be severely hampered by several factors that could lower their satisfaction. Good LMS service quality will increase student LMS satisfaction. Student LMS dissatisfaction will increase if the expectations are not fulfilled. The purpose of this study was to establish the factors influencing students’ satisfaction with IMFUNDO, the pseudonym for the LMS used at the University of Technology. This study was motivated by the literature that recommended further research on students’ LMS satisfaction. The quantitative method was used to attain the objective of testing the variables affecting students’ LMS satisfaction and validating the scientific model and hypotheses. The participants comprised 595 students from the Faculty of Science at the University of Technology in South Africa, who were selected using stratified random sampling. Data were gathered through student LMS satisfaction surveys. Data were analyzed using SPSS and AMOS version 29 software inferential statistics for validating CFA and SEM. The results revealed that the alpha values for the entire questionnaire were 0.96. The results showed that the chi-square (χ²) was statistically significant [χ² = 743,52, df = 160, p < 0.0001]. The goodness of fit was TLI = 0.930, the CFI was 0.941, the RMSEA was 0.078, and all indicators were statistically significant (p < 0.0001). Using the conceptual framework that was grounded on the modified DeLone and McLean model was beneficial for the students at the University of Technology in South Africa. A mixed-method approach should be utilized to support the statistical findings with the participants’ opinions on this phenomenon.