The Influence of Gender and Academic Achievement on University Students' Perceptions of LMS-Based Self-Regulated Learning in Korea

This study examines how university students perceive Learning Management System (LMS)-based instruction within the context of higher education, as they adapt to the rapid digital transformation. Specifically, it examines how students' perceptions differ based on gender and academic achievement, providing insights for more inclusive and adaptive instructional design. LMS platforms, when actively utilized, offer more than just content delivery—they can enhance classroom transparency, provide immediate feedback, promote student engagement, and support self-regulated learning (SRL). However, in many face-to-face university classes, LMS functions remain underused, often limited to announcements or file-sharing features. To address this gap, the present study integrated LMS comprehensively into an intermediate Hindi grammar course at a university in Korea. A total of 42 undergraduate students participated in a survey measuring four domains of LMS-based instruction: satisfaction, participation, perceived learning improvement, and perceived SRL. The responses were analyzed using SPSS 21 and Jamovi 2.3, employing descriptive statistics, independent samples t-tests, and both one-way and two-way ANOVA. Findings revealed that female students reported significantly higher perceptions across all domains compared to their male peers when analyzed using t-tests. However, the two-way ANOVA results revealed a more complex pattern: gender as an independent factor showed no significant effect on LMS perceptions when controlling for academic achievement, while academic achievement had a significant main effect on satisfaction, participation, and SRL in LMS. A significant interaction between gender and achievement was found only for SRL in LMS, suggesting that lower-achieving males showed notably negative evaluations, while high-achieving males aligned closely with female students. In contrast, female students' perceptions remained consistently high regardless of their achievement level. These findings suggest that students' engagement with LMS varies depending on the interaction between gender and achievement level, particularly in self-regulated learning contexts. Notably, LMS may provide a compensatory environment for academically underperforming students by providing structured and trackable support.