Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology

ISSN No:- 2456-2165

Effectiveness of Moodle in the Learning of

Introductory Physics During COVID-19 Pandemic:
A Case Study at the University of Zambia
Rekha Rajan 1, Reccab Ochieng Manyala2
1,2
Department of Physics, University of Zambia, Lusaka, Zambia

Abstract:- Electronic learning (E-learning) has become a as the primary E-learning platform for the delivery of lectures
popular method globally because of the advancements in in undergraduate courses.
communication, networking, and broadcast technologies.
Not many studies have been carried out on the E-learning platforms represent systems which provide
effectiveness of E-learning tools specifically using Moodle integrated support for six different activities: creation,
(Modular Object-Oriented Dynamic Learning organization, delivery, communication, collaboration, and
Environment) platform during the COVID-19 pandemic assessment [2]. Several studies have reported the advantages
in the developing countries. This paper presents the of using E-learning platforms [3-5] and among them the
findings of an initial study that was undertaken to Moodle is considered as the most used E-learning platform in
examine the students’ level of knowledge towards E- higher education [6-8] ensuring their access only to enrolled
learning using Moodle platform during the lockdown students [9]. This platform allows the dissemination of
period in Zambia. It also aimed to assess the perception of learning materials among geographically dispersed students
students on the use and effectiveness of Moodle platform, through synchronous and asynchronous communication.
a widely used open-source Learning Management System
(LMS) in the learning of Introductory Physics. The study In this study an attempt has been made to assess the
showed that the knowledge about E-learning among the perception of the students towards E-learning and on the use
Introductory Physics students at the University of Zambia and effectiveness of Moodle platform in learning
is high (23%), medium (40%) and low (30%). The study Introductory Physics during COVID-19 pandemic lockdown.
results also indicate that despite Moodle’s great potential, In Zambia, studies [10] have been conducted to assess
majority of the students (81%) who responded in the perception of students towards E-learning using other
study mainly used it to access repository course materials. platforms but no study has been carried out to assess the use
Different factors such as lack of internet access in some and effectiveness of Moodle in the learning of Introductory
remote areas, network issues, cost, lack of training and Physics at UNZA. The assessment of first year student’s
enforced use of E-learning may have contributed to the perception and knowledge towards E-learning is especially
negative perception on the effectiveness of Moodle for important as it would determine whether the students
learning. The results of the study form a strong effectively use E-learning as this is the only option for them
foundation for a more effective use of Moodle for teaching during COVID-19 pandemic.
and learning of Introductory Physics and possibly other
subjects. II. RESEARCH METHODOLOGY

Keywords:- E-learning, Moodle, Student’s Perception, A. Sample Size Calculation

COVID-19 The University of Zambia has a total of 765 students
registered for Introductory Physics course. This is a
I. INTRODUCTION compulsory introductory course that is taken by students who
want to pursue any Bachelor of Science degree at UNZA.
The COVID-19 pandemic has affected the education
sector worldwide and has impacted over 90% of the student The sample of this research is calculated by using Taro
population of the world [1]. The education institutions in Yamane formula [11] with 95% confidence level which is
affected countries are trying to confront the challenges given as follows.
brought about by the pandemic by engaging in diverse modes 𝑁
𝑛=
of technology to effectively disseminate knowledge to their 1 + 𝑁𝑒 2
students. The University of Zambia (UNZA) started online
lectures through various E-learning platforms to ensure where 𝑛 = sample size required, 𝑁 = population of the
continuity of learning. The University of Zambia had already study and 𝑒 = degree of error expected (0.05).
implemented the Moodle platform before the COVID-19
pandemic. However, the level of interaction among students The sample size calculation yielded 262.66 students. To
and instructors using the platform were limited since the obtain reliable data, the sample size has been rounded to 263
university followed the conventional method of face-to-face students.
teaching. Due to the temporary lockdown of conventional
educational mode, the University of Zambia adopted Moodle

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Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology
ISSN No:- 2456-2165
B. Data Collection Method IV. RESULTS
This study used a Cross-Sectional design through an
online survey and was conducted at the University of Zambia. This section presents results on the perception of
A sample size of 263 students was purposively sampled and students on E-learning, use and effectiveness of Moodle
google form questionnaires were used to collect data. platform for Introductory Physics lectures amidst COVID-19
Microsoft Excel 365 was used to analyze the data and pandemic at the University of Zambia. These results were
descriptive statistics was used to report frequencies and obtained by administering a questionnaire to 490 students but
percentages of student’s level of knowledge of E-learning, the only 454 students responded to the questions giving a
usage, effectiveness, and challenges of learning Introductory response rate of 93%.
Physics using Moodle platform.
A. Socio-demographic
III. ETHICAL CONSIDERATION The socio-demographic data of this study included
gender, age, marital status, employment status and place of
Ethical values were considered in this study by residence as presented in Table 1. Out of a total of 263
obtaining an approval letter from School of Natural Sciences, respondents, 28 % were males and 72% were females. The
University of Zambia. Consent was also obtained from the data revealed that 41% of the respondents belonged to the 15-
participants after explaining the importance of the study to 19 age group, 56% belonged to 20-24 age group and 3% were
them. Anonymity of the participants was maintained above the age of 25. Data on other information such as
throughout the study. marital status, employment status and place of residence were
shown in the Table 1.

Table 1: Socio-demographic characteristics of the students (n=263)

Variables Category Percentage

Gender Male 28
Female 72
Age 15 – 19 41
20 – 24 56
25 – 29 2
30 and above 1
Marital status Single 99
Married 1
Employment status Full time 1
Part – time 2
Unemployed 97
Place of Residence Lusaka 46
Outside Lusaka 54

B. Level of Knowledge Students have on E-learning

The information regarding the level of knowledge, the training obtained from the institution, access of internet, devices used
and their general usage on the internet were collected and tabulated in Table 2.

Table 2:- Level of knowledge students have on E-learning (𝑛 = 263)

S No. Variables Category Frequencies Percentages
1 Have you ever used E- learning platform before Yes 30 11
COVID – 19 pandemic? No 233 89
If your answer is ‘no’, then how did you come to Internet 14 6
know about E- leaning? Learning Institution 162 70
Friends 50 21
Others 7 3
If your answer ‘yes’, how do you rate your High 7 23
knowledge about E-learning based on the key? Medium 12 40
Low 11 37
2 Have you been trained by your institution on how Yes 73 28
to use E-learning for lectures? No 190 72
3 Do you have access to internet for online classes? Yes 171 65
No 92 35
4 How effective is your internet provider? Very bad 42 16
Bad 126 48
Good 85 32
Very Good 10 4

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Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology
ISSN No:- 2456-2165
5 Which device do you use for online lectures? Smartphone 223 85
Computer 23 9
Tablet 5 2
Others 12 4
6 How often do you use internet? At least once/day 175 67
At least once/week 82 31
At least once/month 6 2

The results shown in Table 2 were extracted and are presented in bar graphs (Figure 1 and Figure 2) as well as on pie-
charts(Figure 3 and Figure 4).

Fig 1:- The Level of knowledge students have on E-learning.

Fig 2:- Sources of E-learning for students

Fig 4:- Devices used for E-learning

C. Students Perceptions about the usage of Moodle Platform

for Online Lectures
Table 3 gives a detailed summary of student’s
perception on ten variables for evaluating the usage of
Moodle platform that were important in the study. In
particular, the participants provided information related to the
ease of use, purpose and the commonly used components of
the Moodle platform.

Fig 3:- Previous knowledge towards E-learning

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Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology
ISSN No:- 2456-2165
Table 3: Students perceptions about the usage of Moodle platform for online lectures (𝑛 =263)
S No. Variables Category Frequencies Percentages
1 What is the reason behind accessing For completing the regular program which
online lectures in Physics during the basically has face to face teaching 97 37
lock down period?
For completing the online
assignments/quizzes only which is an 154 59
important evaluation component

For upgrading the skills in technology 12 4

2 Which communication platform is Zoom 7 3
used for online lectures? Skype 0 0
You-tube 0 0
Moodle 247 94
Google classroom 1 0
others 8 3
3 What is the main purpose of using Download materials 200 81
Moodle platform for E-learning? See announcements 4 1
Deliver assignments 31 13
Communicate with lecturers 12 5
Ask questions 0 0
4 How user friendly is Moodle Very user friendly 41 17
platform? Somewhat user friendly 162 65
Not user friendly 44 18
5 How is E-learning conducted at your Watching pre-recorded videos of the 2 0.76
institution? lectures 6 2.26
Having live lectures via the internet 1 0.38
Listening to pre-recorded audios of the 254 96.6
lectures
Reading posted lecture materials
7 Is it easy to download learning Yes 177 67
materials using Moodle platform?. No 62 24
No response 24 9
8 Is it easy to write and submit an Yes 93 35
online quiz for assessment purposes No 134 51
using Moodle No response 36 14
9 Are workloads heavier during online Yes 207 79
lectures? No 56 21
10 Has E-learning reduced the amount of Yes 240 91
interaction with your instructors No 23 9
(consultation times/ clearing doubts
etc)?

Figure 5 gives a summary in bar chart form of the

responses given by the students for the purpose of using
Moodle in learning Introductory Physics. Figure 6 represents
a pie-chart showing the ease of use of Moodle platform by the
students.

Fig 5:-Percentage of Introductory Physics students using

Moodle for different purposes

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Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology
ISSN No:- 2456-2165
internet at least once a day, 31% at least once per week and
2% at least once per month. The common use of smartphones
by the students can be attributed to the fact that they are
affordable and provide fast access to knowledge to meet their
information needs via online platforms. As smart phones have
all the advanced functions, students may not necessarily need
a computer which is more expensive, to access electronic
learning materials. Studies [14, 15] show that students use
smartphones as learning aids due to many reasons such as
convenience to access online learning platforms, millions of
downloadable applications, and digital interaction.

B. Student’s Perceptions about the usage of Moodle

Platform for Online Lectures
Fig 6:- How friendly Introductory Physics students found In this sub-section the usage of the Moodle platform by
Moodle to be the Introductory Physics students at the University of Zambia
were analysed to find out the ease of use and purpose of the
V. DISCUSSION accessing the lectures.

The study assessed students’ perceptions towards E- The students were asked about the general reason for
learning and the use and effectiveness of Moodle platform for accessing online lectures in Physics during the lock down
Physics online lectures amidst COVID-19 pandemic. period and 59% of the students responded that they accessed
the lecture materials for completing the online assignments
A. Level of Knowledge Students have on E-learning and their and quizzes only which is an important evaluation component
Access and Usage of Internet for Online Lectures of their course. This was followed by 37% who said they
The results revealed that most of the participants (89%) accessed the lectures to complete the regular program which
have not used E-learning platforms before COVID-19 basically has face to face teaching and 4% accessed the
pandemic and only 11% had used it earlier. Out of 89% of lectures to upgrade their skills in the technology. Most
students who have not used E-learning platforms before the education systems in developing countries were grossly
lockdown period, 70% came to know about E-learning underfinanced even before the corona virus crisis and in
through the learning institution after Covid-19 lockdown had Zambia education financing depends heavily on households.
started. This was followed by 21% who knew about E- The corona virus induced recession which led to loss of jobs
learning through friends, 6% knew about it through internet and income for parents and poor families have to make extra-
and 3% knew about it by other means. ordinary efforts to support their children in education.
Relying on online lectures is challenging as many students do
A good number of students (72%) reported that they not have essential internet availability and affordability,
were not trained by the institution on how to use the E- making E-learning a distant prospect for most students.
learning platform while 28% received training from the
institution. The onset of COVID-19 compelled the university As shown in Table 3, the response of the students
to quickly adopt online delivery of lectures without offering indicate that the common communication platform used for
proper training to students. The university was able to provide online lectures was Moodle (94%), followed by Zoom (3%)
training to instructors through workshops and face-to-face and others (3%). The onset of COVID-19 compelled the
lectures on the features of Moodle. However, many students students to use Moodle which was the primary E-learning
in developing countries, especially the younger and minority platform adopted by University of Zambia. Some lecturers
groups were not used to online learning platforms as this used other platforms like Zoom and others for solving
mode of education started after the onset of the pandemic and problems on tutorial sheets.
lockdown [12]. Studies have shown that hindrances such as
student’s level and lack of skills in computer can affect their The students used the Moodle platform mainly to
attitudes towards E-learning [13]. download materials (81%), followed by delivery of
assignments (13%), while 5% used Moodle to communicate
Table 1 revealed that 65% of the students have access to with lecturers and only 1% used the platform to receive
internet for online lectures while 35% have no internet for announcements from the lecturers. The study also revealed
online lectures. 64% of the students were not happy with the that 96.6% of E-learning Physics lectures were conducted by
internet provider and only 36% were happy with the services. posting lecture materials, followed by live lectures (2.26%),
This shows that lack of sufficient internet connectivity in pre-recorded videos of the lectures (0.76%) and 0.38% by
remote areas of Zambia is one of the most serious challenge pre-recorded audios of the lectures. Posting materials on
impeding the adoption any E-learning platform. Moodle platform was the most common method of lecture
delivery at University of Zambia because of the difficulty to
The most used electronic devices by the students were prepare audios and videos amidst COVID-19 pandemic.
smartphones (85%), followed by computers (9%), tablets Conducting live lectures using internet was not possible
(2%) and others (4%). Further, 67% of the students used the during this unprecedented time as many students have no

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Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology
ISSN No:- 2456-2165
access to internet and devices to work with. These results can doubts with only 9% of the students being contented with
be interpreted that Moodle was being mainly used as a electronic communication during online lectures.
repository of materials and information. Similar results were
reported by [16] where a study was conducted on forty-six The actual live lectures using Moodle platform for
engineering students to evaluate the effectiveness of the Introductory Physics was only 2.26%. There was practically
Moodle-based E-learning system at the German Jordanian no learner-instructor interaction in terms of asking and
University, Jordan. answering questions. Additionally, unstable internet
connection for students could have restricted them from
The Moodle platform provides a series of asking questions. In comparison to the investigation by [18]
communication facilities such as forum, chat and feedback the use of an online discussion forum in an introductory
and so on. The forums allow the instructors and students to Biology course resulted in students asking questions. They
communicate in an asynchronous manner and the chat system gave an extra credit to those students who used the online
provides the opportunity of synchronized communication. discussion forum to pose at least 4 or 5 meaningful questions
The message system allows private communication between during each semester. Our results show that more live lectures
users. The study clearly shows that even though this platform should have been given for a better learner-instructor
has such great potential, the students were completely interaction because of large number of students.
unaware of such practical applications this platform provides.
Another point to take into consideration is that students
65% of the students said that Moodle is somewhat user want answers from the instructors as soon as possible [19] and
friendly and 18% reported that it is not user friendly. 17% of hence timely feedback is paramount in E-learning. As most
the students believed that Moodle is very user friendly. These of the academic staff have other responsibilities to attend to a
passive and mixed responses can be attributed to the fact that daily basis, instructors are unlikely to be able to pay attention
the use of Moodle as an E-learning tool for learning Physics to the online forum all the time and this results in a delay in
is an unconventional method and students were used to face- response from instructors. This could have created a negative
to-face learning which is a more conventional mode of perception of students regarding learner-instructor
studying the subject. interaction. This problem can be overcome to a certain extent
if there was at least one instructor permanently online to
67% of the students admitted that it is easy to download answer student’s questions as fast as possible. Obviously, this
learning materials using Moodle platform and 24% had would result in an increasing demand of instructor’s
problems in downloading materials. 9% did not respond to dedication time for each course which is not easy to
this question. These figures correlated well with the results accomplish at University of Zambia as many instructors have
from the previous section where only 65% of the students had more than two courses to teach. Studies [20] show that the
internet access for online lectures and 35% lacked internet instructor must monitor the discussion forum from time to
access. Studies have shown that slow and meagre internet time to maintain the quality of the discussion.
facilities often make students develop a negative attitude
regarding online learning [17]. The student-content interaction refers to student
engagement with course resources or subject of study. [21]
Just more than half of the students (51%) had a negative defined it as the process of intellectually interacting with the
perception while 35% had a positive perception towards content with impacts in learner’s understanding, the learner's
online tests/assessments using Moodle platform and 14% did perspective, or the cognitive structures of the learner's mind.
not respond. Students living outside of Lusaka (54%) may The ‘external tool activity module’ on the Moodle platform
have experienced poor access to internet and interruptions in enables the students to interact with learning resources and
power supply. This in effect could have made it difficult to activities on other web sites. Accessing and downloading the
submit their online assessments on time and hence created a course materials from home was reported as satisfactory for
negative perception towards online tests/assessments on the most students (67%) while some students encountered a few
Moodle platform. serious barriers such as limited internet access and
intermittent power supply. The study [22] found that three
Interactions play a vital role in the effectiveness and general factors–clarity of design, interaction with instructors,
success in the administration of any E-learning platform. and active discussion among course participants–
Three types of interactions namely learner-instructor significantly influenced students’ satisfaction and perceived
interaction, learner-content interaction and learner-interface learning.
interaction were examined in this study. The learner-
instructor interaction can take the form of face-to-face The learner-interface interaction refers to the interaction
exchange between instructor and learner during live lectures between student and the E-learning platform in learning
as well as both synchronous and asynchronous digital process. Some factors that affect the learner-interface
communication online. This type of interaction is intended to interactions include design of the E-learning platform,
help reinforce student’s understanding of the subject. A vast computer literacy and experience of students, perceptions on
majority ( 91%) of the students reported that E-learning using technology, and access to technology [23]. Also, the
Moodle platform has reduced the amount of interaction with complexity in interacting with the technology in E-learning
their instructors in terms of consultation times and clearing platforms may lead students to view technology negatively,
and so affecting their learning process. The study revealed

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 Volume 6, Issue 2, February – 2021 International Journal of Innovative Science and Research Technology
ISSN No:- 2456-2165
that the student-interface interaction was extremely limited, The paper also discloses the extent of poor online course
and the primary interactive features of Moodle platform were design and lack of virtual interactivity among instructors,
underutilized by the students. students, contents and interfaces of the platform. The
communication was limited as Moodle was used just for
The study [24] showed that “perceived use, perceived repository of all the learning materials. The study deduced
convenience, and perceived usefulness had significant that unreliable internet connectivity is one of the major
positive impacts on attitude towards using Moodle and that challenges facing the usage of Moodle by students and
continuance intention to use Moodle was directly influenced instructors. To bridge the interactivity gaps, the University
by the users’ attitude towards the act of using Moodle”. should increase the resources reserved by providing good
internet infrastructure to both instructors and students. The
VI. CONCLUSIONS AND RECOMMENDATIONS lecturers are encouraged to find out how the students feel and
to identify gaps to bridge and take full advantage of E-
In this paper, a questionnaire-based study was learning opportunities.
conducted with two hundred and sixty three first year
Introductory Physics students at the University of Zambia to While it is important to conduct a comprehensive
evaluate the level of knowledge students have towards E- research, this study is limited to a target population of first
learning and their access and usage of internet for online year Physics students and focused on making accurate
lectures. The study also identified the main functionalities conclusions. One of the major limitations in this study was
and tools of Moodle platform used by the students at the that it addressed a single subject. Failure to conduct face to
University of Zambia. face interviews with students amidst the COVID-19
pandemic is another limitation of the study. Even though it is
The successful use of E-learning platforms critically not justifiable to compare different subjects/courses as each
depends on the students having knowledge about the tools, subject/course has its own type of content and level of
being aware of how they should be used and being capable of difficulty, still it is recommended to extend this study to other
accessing the platform from anywhere. The UNZA subjects/courses in the School. One other limitation of the
MOODLE contains some of the main tools of the standard study was that few variables such as the ease of use, purpose
Moodle platform like Assignments, Chats, Forums, News and and usability of Moodle platform were used in the study to
Quiz/Survey. But the analysis of the students’ answers evaluate the effectiveness of the platform. Despite limitations
revealed that the most mentioned purpose of the use of the listed above, it is believed that this study offers firm
UNZA MOODLE by students were ‘Download materials’. indications about the student’s perceptions and current state
The other interactive learning tools of Moodle were not of E-learning using Moodle platform at the University of
effectively utilized. Zambia in handling Introductory Physics. It is hoped that the
work will contribute significantly to the growing literature on
To elicit more student’s involvement in Moodle, our E-learning in Zambia. It is suggested that a follow up study
study recommends that the students should be trained on how be conducted in other courses in the Department of Physics
to use the platform at the beginning of the first year. The to investigate on the underlying reasons for the negative
University management has an excessively big role to play in views presented by the students regarding problems and
sensitizing both the academic staff and students on the use of challenges of Moodle platform.
Moodle platform. The University management should
organize seminars and workshops for giving practical training ACKNOWLEDGEMENT
to enrich students’ skills regarding the use of Moodle
platform and E-learning platforms in general. Such training The authors would first like to thank all the students who
would increase student’s confidence with the computer and took their time to fill in the questionnaires and provide the
introduce them to skills and opportunities they do not have valuable information which was crucial to this study. In
for E-learning. addition, the authors would like to thank the Moodle
Administrator at UNZA (Bained Nyirenda) who provided the
The instructors also have to play a major role of creating data of first year registered students on Moodle. Finally, the
interactive activities that facilitate the students’ learning to authors wish to give special thanks to The Dean, School of
motivate them in using the platform more beneficially. As this Natural Sciences, UNZA for allowing the researchers to carry
study was undertaken during the COVID-19 pandemic, the out the study.
question of developing the content becomes even harder for
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