Integration of Course Management and its Effect on Graduate Students’ Learning

Abstract

The primary concern of this research study is the acceptance of a course managing system and its significant effect on students’ learning in the graduate school. This study used the descriptive correlational method that make use of validated questionnaire as a source of data-gathering tool, demonstrated by extensive documentary analysis. The target client of the study were 225 graduate school students and 15 graduate school professors. The results were processed using the Statistical Packages for Social Sciences (SPSS) and the data were evaluated and interpreted using regression analysis in determining the acceptance of integrating a course managing system and its influence in the teaching and learning of students in the graduate school department. Using the said method, the outcomes of the study have shown that students from the graduate school is relatively ready to face the challenges of the fourth industrial revolution as proven by the utilization of cybergogy and level of acceptance of the course managing system. The academic profile of graduate school students demonstrates significant learning because of their efforts to do well in their academic subjects. In this study null hypothesis, states that the acceptance of using a course managing system does not significantly affect students’ learning in the graduate school is rejected. The difficulties presented if recognized could lead to many opportunities design for innovative approach in teaching and learning. The implications derived based in the findings of the study are significant observations that can be considered in further advancement of the quality of teaching and learning in the graduate school.