The Extent to which Pre-Service Teachers Use Moodle to Enhance Learning

Abstract

The increase in student populations in higher education institutions means face-to-face service delivery is now very expensive. Most institutions are therefore exploring the possibility of online learning on a massive scale, which the restrictions of the Covid-19 pandemic have now expedited. This study aims to investigate the extent to which pre-service teachers use Moodle to enhance learning. The study used a quantitative approach in which quantitative data were gathered using a five-point Likert-scale questionnaire developed by the researchers, using previous studies. A stratified sample of 400 pre-service teachers selected from a population of 4 000 participated in the study. A total of 332 participants successfully completed and returned the questionnaires, giving a return rate of 83 per cent. The study used the Technology Acceptance Model as its theoretical framework. The results indicated that seven of the 13 hypotheses were statistically significant, leading to the adoption of all six model constructs. The coefficient of determination of the model was a substantial 69.8 per cent, which explained the extent to which pre-service teachers use Moodle to enhance learning. By using moderation, it was established that all three demographic factors of the study did not influence the pre-service teachers’ use of Moodle. The results indicated that the developed model is valid, robust and suitable for use by stakeholders. Pre-service teachers are therefore encouraged to use Moodle to enhance learning. Future research could be done to establish the 30.2 per cent of factors this model did not capture.