Abstract
This study investigated academic motivation and the use of learning management system (LMS)
among undergraduates in the University of Ibadan. The study adopted a descriptive survey
research design. The multistage sampling technique was used to select a sample of 132 respondents
from the 16 faculties in the University of Ibadan. The questionnaire was data collection instrument.
Frequency counts, percentages, mean and standard deviation were used to analyse descriptive data
while Pearson correlation was used to analyse inferential data. Findings revealed that there was a
high level of academic motivation among undergraduates at the University of Ibadan (x = 3.0 >
2.50), the predominant types of LMS used by undergraduates in the University of Ibadan include:
University of Ibadan LMS, Google Classroom, Moodle, MOOC Platforms (e.g. Coursera, Udemy,
Udacity etc.) and Schoology. The main purpose of the use of LMS by students include accessing
course materials (x = 2.95), submitting assignments (x = 2.84), participating in online discussions
(x = 2.83) and for personalised learning (x = 2.80). However, the students were not well exposed
to the use of LMS (x =1.96 < 2.50). The challenges to the use of LMS by students include slow 

performance of the LMS (2.83), insufficient resources and materials for learning on the LMS (x =
2.70) and difficulty in accessing LMS from multiple devices (x = 2.63), among others. A positive
and significant linear relationship between academic motivation and the use of LMS by
undergraduates at the University of Ibadan (r = .210; P< 0.05) was established. The study
concluded that academic motivation significantly influences undergraduates’ engagement with
LMS platforms. It was recommended that the university should design and implement training
programmes and workshops for both students and instructors on how to effectively use the LMS.

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