The Impact of Using Learning Management System “Blackboard” on Academic Achievement and Student Learning Motivation

Abstract

The purpose of this study was to identify the impact of the use learning management system (Blackboard) on Students’ learning motivation, the level of satisfaction to first-year university students and defines the degree of students' Academic Achievement after using the learning management system (Blackboard) and the level of satisfaction with them. The researchers used the semi-experimental curriculum to identify the impact of learning management system (Blackboard) on Students’ learning motivation, the level of satisfaction and Academic Achievement to first-year university students. The study sample consisted of 112 students divided into two groups, the first being made up of 57 students from the engineering college, and 55 students at computer science college that used learning management systems (Blackboard). The researchers prepared the content of the communication unit to fit the Learning management system. The researchers also prepared a test on the communication skills unit as well as measure of Students’ learning motivation, and the level of satisfaction. The results of the study show that the level of student learning motivation and satisfaction who used the learning management system (Blackboard)was acceptable on average "1.99 and 2.26 “at students of engineering and computer science and percentage of students' responses in terms of Agree or Disagree of the measure of learning motivation, and the level of satisfaction with the use of the learning management system (Blackboard) generally came at an agree with a percentage of (82 and 84) at students of engineering and computer science. Besides, the results indicate no statistically significant differences between students' levels of learning motivation and satisfaction between students from first year of computer science and students from first year of engineering that used learning management system (Blackboard). The results also show a statistical difference in students' achievement levels in favor of the post-test for students who used the learning management system (Blackboard). There were also no statistically significant differences in the level of the post-achievement test between students from first year of computer science and students from first year of engineering that used the learning management system (Blackboard) . The study concludes with providing some recommendations and suggestions.