ASSESSING THE EFFECTIVENESS OF LEARNING ANALYTICS FEATURES IN LEARNING MANAGEMENT SYSTEMS FOR TRACKING STUDENT PROGRESS IN EDUCATIONAL INSTITUTIONS IN OGUN STATE, NIGERIA

Abstract

 This study examined the effectiveness of learning analytics features in Learning Management Systems (LMS) for tracking student progress in tertiary institutions in Ogun State, Nigeria. Five research questions were raised and answered. The study adopted a descriptive survey research design. The population comprised students and lecturers in selected tertiary institutions, from which an appropriate sampling technique was selected. Data were collected using a structured questionnaire, which was validated by experts, and its reliability was established. The data collected were analyzed using mean and standard deviation to answer the research questions. The findings revealed that learning analytics features are available and moderately utilized in higher institutions. The study further showed that learning analytics tools are effective in tracking student progress, as they help identify at-risk students, monitor assignment completion rates, and analyze performance trends. The results also indicated that learning analytics features significantly improve students’ academic performance and engagement by promoting selfregulated learning, motivation, and better study habits. However, the study identified major challenges hindering effective utilization, including poor internet connectivity, inadequate technical skills, lack of training, insufficient institutional support, and concerns about data privacy. It was recommended that educational institutions improve their digital infrastructure and provide regular training for lecturers and students