The Effectiveness of Self-regulated Learning Management System for Cognitive Scores Improvements of Undergraduate Students

The Learning management system (LMS) is a significant potential learning instrument to improve cognitive scores of undergraduate students. The research objectives aim to (1) determine the qualification of LMS, (2) identify the difference of cognitive scores before and after using the LMS, and (3) identify the rate of changes of cognitive scores before and after using the LMS. The population comprised 46 bachelor's degree students who enrolled in Educational Audio Production Courses. The samples were divided into three groups based on Chung-Teh Fan's 27% technique. The research instruments included (1) the LMS, (2) a semi-structured interview form, and (3) an achievement test. The data interpretation statistics included One-way ANOVA and content analysis techniques. The results showed that the qualification of the LMS consisted of five components: (1) a communication channel between learners and instructor, (2) a communication channel among learners, (3) a learning condition to achieve each lesson, (4) a learning progression through the self-regulation process, and (5) the results of the study showed that all groups had no difference score in the pre-test results (F=.558, p=.576). However, after using the LMS, all groups had a statistically significant difference in post-test scores at the level of .05 (F=5.011, p=.011). When comparing the post-test results among the three groups, there was no difference between the high and medium groups (p=.406). The high and low groups had a statistically significant difference at the level of .05. (p=.005), the medium and low groups had a statistically significant difference at the level of .05 (p=.014). The effectiveness of using the LMS found that the cognitive scores of all groups were improved 92.45% (H), 97.53% (M), and 85.66% (L).