LA TRINIDAD — The successful integration of Learning Management Systems in higher education relies heavily on instructors' perceptions of practical benefits rather than mere technological availability. Recent research conducted by Norman D. Patiang from Benguet State University demonstrates that perceived usefulness and behavioral intention represent the most consequential correlates driving university physics instructors to utilize digital platforms consistently. Conducted across higher education institutions in Benguet and Baguio City, this study offers critical guidance for academic leaders designing effective digital transformation strategies.
The background of this study addresses a common challenge in higher education, where substantial institutional investments in digital platforms often result in underutilized administrative tools. Physics instruction involves abstract concepts, multi-representational problem solving, and laboratory preparations that benefit from interactive digital environments. However, realizing these pedagogical advantages depends entirely on instructors' willingness and perceived capacity to embed digital tools into their daily teaching practices.
The research methodology utilized a quantitative descriptive-correlational design grounded in the Technology Acceptance Model framework. The study evaluated 37 university instructors handling physics courses across eight higher education institutions in Benguet and Baguio City during the 2023–2024 academic year. Primary data gathered via online surveys assessed five core constructs—perceived usefulness, perceived ease of use, attitude toward use, behavioral intention, and actual use—alongside a separate evaluation of institutional challenges.
The empirical findings indicate that instructors' agreement regarding perceived usefulness and actual use fell within a moderate range that was significantly stronger than the neutral benchmark. The most strongly endorsed functions included resource distribution, course content access, and administrative efficiencies such as reduced paper consumption. Furthermore, perceived ease of use demonstrated a statistically significant positive correlation with perceived usefulness, confirming that user-friendly interfaces help instructors recognize the instructional value of the platform.
The strongest statistical relationships emerged between perceived usefulness and behavioral intention, as well as between behavioral intention and actual system usage. Instructors who strongly believed that the platform enhanced teaching productivity exhibited higher behavioral commitment and more frequent system utilization. Conversely, the primary implementation challenge reported by instructors involved institutional factors, specifically inconsistent organizational commitment to the digital transformation process.
The implications of this research offer actionable strategies for university administrators and educational technology developers. Higher education institutions are advised to pair basic technical training with discipline-specific demonstrations illustrating how digital features directly solve physics instruction challenges. Sustained leadership support, clear policy expectations, and peer mentorship are essential conditions for ensuring that learning management systems are meaningfully embedded into university instruction.
Author Profiles
Norman D. Patiang, Benguet State University
Research Source
Article Title: Physics Teachers' Perspectives on the Use of Learning Management Systems: A Technology Acceptance Model Study in Benguet and Baguio City
Journal Name: International Journal of Scientific Multidisciplinary Research (IJSMR)
Publication Year: 2026
DOI: https://doi.org/10.55927/ijsmr.v4i9.159
Official URL: https://journalijsmr.my.id/index.php/ijsmr
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