DETERMINANTS OF STUDENTS’ CONTINUANCE INTENTIONS TO USE LEARNING MANAGEMENT SYSTEMS BEYOND MANDATORY USE

Abstract

As universities in Sub-Saharan Africa increasingly embrace digital learning technologies, the continued use of these technologies is crucial for their sustainability and for developing a future-ready education system. This study investigated students' intentions to continue using a Learning Management System (LMS) beyond mandatory courses as they progress to higher academic levels. Drawing upon the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Expectation-Confirmation Model (ECM), the study employed a quantitative survey design. Data were collected from 439 first-year undergraduate students at a public university in Nigeria using multistage sampling. Structural Equation Modelling was employed for data analysis. The measurement model demonstrated acceptable fit and satisfactory evidence of reliability, convergent validity and discriminant validity. The structural model showed that the standardised path coefficients for performance expectancy (β = .263, p < .001), satisfaction (β = .273, p = .002), and effort expectancy (β = .208, p = .003) positively and significantly predicted students' continuance intentions. In contrast, social influence (β = .039, p = .493) and facilitating conditions (β = .138, p = .087) were not significant predictors. The structural model explained 57.6% of the variance in continuance intentions (R² = .576). The findings suggest that students' LMS continuance intention is more closely associated with satisfaction, perceived academic benefits, and ease of use than with social influence or facilitating conditions. The study highlights the importance of enhancing user experience and system usability to promote continued LMS engagement beyond mandatory use.